Outline Essay Example | Topics and Well Written Essays - 250 words - 33

Diagram - Essay Example You have likely gone over it in your examinations or seen it in the media, one after another or another-am discussing the City Lagos Nigeria. B. Adjustment: Most governments would need to create and develop their urban communities eventually. Learning the best technique of developing the urban communities would assist nations with developing compelling urban communities as well as to decentralize capacity to different zones and to diminish numerous episodes of debasement that accompany concentrated frameworks of administration. C. Validity: Centralization of intensity regularly results into development of fizzled and frail states. In such nations, influence and riches is vested among the couple of people and frameworks, which consistently neglect to fill their planned need. Nonappearance of compelling and tenable administration regularly leave numerous states, towns and urban communities in a heartbroken and dejected state and the occupants are left to mull in destitution. To dodge this situation, I have accumulated sufficient data with respect to the methodology that the City Lagos Nigeria used to make its abrupt change in perspective that I accept would direct different States at the skirt of falling. D. Specified review: This exploration paper gives three primary exercises that can be taken in by bombed states from the turnaround made by the City Lagos Nigeria that would empower them to improve in administration grasp vote based system, grasp decent variety, and spotlight on compelling devolution. II. Assorted variety identifies with the distinctions that exist among individuals and their segment encompassing. Urban areas that can use assorted variety inventively and imaginatively will have the option to explore through the greater part of the administration challenges (Purcell, 2013, 16). 3. Land decent variety and spread as far as settlements likewise advances successful administration since the individuals who forces a large portion of the riches and authority would be impacted if their neighborhoods were influenced by the urban issues. Progress: Embracing majority rule administration and assorted variety can assume an extraordinary job in advancing development

Midnights children salman rushdei Essay Example For Students

Midnights youngsters salman rushdei Essay 1. Remark on the author’s style and portrayal. Are the characters conceivable or paper patterns? Funny or grievous or both? Are their issues all inclusive to human instinct or specific to their circumstance? Rushdies storyteller, Saleem Sinai, is the Hindu kid raised by rich Muslims. Close to the start of the novel, he illuminates us that he is falling apartliterally: I mean essentially that I have started to split all over like an old jugthat my poor body, solitary, unattractive, pounded by an excess of history, exposed to waste above and seepage beneath, ravaged by entryways, brained by spittoons, has begun breaking into pieces. To put it plainly, I am actually crumbling, gradually for the occasion, despite the fact that there are indications of a quickening. Considering this appalling physical degeneration, Saleem has chosen to compose his biography, and, by chance, that of Indias, before he disintegrates into (around) 600 and thirty million particles of mysterious, and essentially unaware, dust. It appears that inside one hour of 12 PM on Indias freedom day, 1,001 kids were conceived. Those kids were enriched with extraordinary forces: some can go through time, for instance; one can change sexual orientation. Saleems blessing is clairvoyance, and it is by means of this force he finds reality of his introduction to the world: that he is, indeed, the result of the unlawful coupling of an Indian mother and an English dad, and has usurped anothers place. His blessing likewise uncovers the characters of the various youngsters and the way that it is in his capacity to assemble them for a 12 PM parliament to spare the country. To do as such, notwithstanding, would expose him to that other youngster, initiated Shiva, who has grown up to be a brutish executioner. Saleems quandary happens against the scenery of the principal long periods of freedom: the segment of India and Pakistan, the authority of The Widow Indira Gandhi, war, and, in the end, the inconvenience of military law. 2. What is the most significant subject of the work? Spittoons show up all through Midnights Children. The theme of the spittoon permits the account to hover back on itself without losing its forward energy; by reintroducing it in various settings, Rushdie incorporates significance with the picture and furnishes the peruser with a reference point and natural edge of understanding into the importance of his story. One specific spittoon, and uncommon silver spittoon decorated with lapis lazuli, shows up toward the start of the story at the place of the Rani of Cooch Naheen, and follows the course of the account nearly until the end, where it is in the end covered under the rubble of municipal recreation by a piece of machinery. Rushdies character Saleem remarks on the importance of the spittoon at a few crossroads in the novel, however spittoons and betel-nut biting (the Indian rendition of BeechNut biting) take on more extensive and vaguer centrality in different areas. The silver spi ttoon turns into a connect to reality for Saleem. The accompanying citation happens when Parvati-the-Witch has dematerialized Saleem:What I clutched in that spooky existence: a silver spittoon. Which, changed such as myself by Parvati-murmured words, was all things considered a token of the outside . . . grasping finely-fashioned silver, which sparkled even in that anonymous dim, I endure. In spite of head-to-toe deadness, I was spared, maybe, by the flashes of my valuable gift. (p. 456)The after citation happens close to the finish of the book, at the occasion of the spittoons loss:I lost something different that day, other than my opportunity: pieces of machinery gulped a silver spittoon. Denied of the last article interfacing me to my progressively substantial, truly unquestionable past, I was taken to Benares to confront the outcomes of my inward, 12 PM given life. (p. 515)These two citations outline that the spittoon speaks to something very similar for Saleem that it accomplis hes for the peruser. It is a state of return, a flawless yet unremarkable (all things considered, it is for spitting in!) token of reality in a world that takes steps to overpower with the sheer volume and assortment of its voices and encounters. Saleem is exposed to the voices of the thousand and one Midnights Children, that take steps to overwhelm his feeling of himself as an individual human, just as to the

Program Assistant Introduction Yiting Xu COLUMBIA UNIVERSITY - SIPA Admissions Blog

Program Assistant Introduction Yiting Xu COLUMBIA UNIVERSITY - SIPA Admissions Blog Today is our final PA introduction for the fall semester. Youve already met  Eloy,  Adriana, Dina and Allison. Rounding out our fall PAs is Yiting Xu, MPA 2016, who started at SIPA directly after undergraduate school at Fudan University. Her favorite quote is Stay  hungry. Stay foolish, and shes lived up to that motto by taking advantage of all  SIPA has to offer.   Yiting Xu is a second-year SIPA student concentrating in Economic and Political Development. She is enrolled to SIPA directly after she graduated from Fudan University with a Bachelor’s degree in Communications. During college, she had excellent academic performance and diverse internship experience. Before joining SIPA, she served as an editor at the state-owned news agency in Beijing, and interned at the municipal government of Shanghai. She also interned for a social enterprise in this summer. She believes that two-year study at SIPA can provide her with countless opportunities in the future. What most surprised you about SIPA after you arrived? I was mostly surprised by the diversity of my fellow students. I can still remember on the first day of orientation, students from different countries, backgrounds, and interests came to me and introduce themselves, and many of them are now my best friends. The most amazing part of diversity is that it can be turned into great possibilities. At SIPA, you can feel free to do anything, and you can always find the best resources to help and support you. How did you find the core curriculum at SIPA? To me, the core curriculum is  really well-organized and useful in the way that they lay the foundations for further courses. To be specific, I took two core curriculums during my first semester, which are Politics of Policymaking and Microeconomics. The first course provided me the chance to establish the skills of writing memos, which is the most common writing format at SIPA. While microeconomics  served as the prerequisite for many other economic courses. Though I didn’t have any background in economics before, I found this course to be  very clear and organized. In addition, there are plenty resources, like recitations, TAs, and DRAs to seek help from. What has been the most challenging part of you SIPA experience? The most challenging part is that I am fresh from college and relatively young compared to other students. Most of the time, I feel there’s lots of information to catch up on with the students who already are professionals in the field when having conversations or doing group work together. In  terms of looking for jobs, there’s also some shortcomings for being a recent  grad. However, I believe this is the fastest way for me to grow and learn; the process might be challenging, but the outcome will be beneficial. What kind of work do you hope to do when you graduate? Through studying at SIPA, I found my interest in economic development and management. I hope to find a firm that has specific interest in China or Asian markets/business, where I could apply my knowledge and skills into practice. What advice do you have for current applicants? New York City is really a vibrant and exciting place to explore, and the experience of SIPA is definitely the best part of it. So don’t hesitate applying for it! If you happen to have any questions, don’t be shy to ask for help from the Office of Admissions! Wish you all best luck! [Photo courtesy of  Yiting Xu]

Program Assistant Introduction Yiting Xu COLUMBIA UNIVERSITY - SIPA Admissions Blog

Program Assistant Introduction Yiting Xu COLUMBIA UNIVERSITY - SIPA Admissions Blog Today is our final PA introduction for the fall semester. Youve already met  Eloy,  Adriana, Dina and Allison. Rounding out our fall PAs is Yiting Xu, MPA 2016, who started at SIPA directly after undergraduate school at Fudan University. Her favorite quote is Stay  hungry. Stay foolish, and shes lived up to that motto by taking advantage of all  SIPA has to offer.   Yiting Xu is a second-year SIPA student concentrating in Economic and Political Development. She is enrolled to SIPA directly after she graduated from Fudan University with a Bachelor’s degree in Communications. During college, she had excellent academic performance and diverse internship experience. Before joining SIPA, she served as an editor at the state-owned news agency in Beijing, and interned at the municipal government of Shanghai. She also interned for a social enterprise in this summer. She believes that two-year study at SIPA can provide her with countless opportunities in the future. What most surprised you about SIPA after you arrived? I was mostly surprised by the diversity of my fellow students. I can still remember on the first day of orientation, students from different countries, backgrounds, and interests came to me and introduce themselves, and many of them are now my best friends. The most amazing part of diversity is that it can be turned into great possibilities. At SIPA, you can feel free to do anything, and you can always find the best resources to help and support you. How did you find the core curriculum at SIPA? To me, the core curriculum is  really well-organized and useful in the way that they lay the foundations for further courses. To be specific, I took two core curriculums during my first semester, which are Politics of Policymaking and Microeconomics. The first course provided me the chance to establish the skills of writing memos, which is the most common writing format at SIPA. While microeconomics  served as the prerequisite for many other economic courses. Though I didn’t have any background in economics before, I found this course to be  very clear and organized. In addition, there are plenty resources, like recitations, TAs, and DRAs to seek help from. What has been the most challenging part of you SIPA experience? The most challenging part is that I am fresh from college and relatively young compared to other students. Most of the time, I feel there’s lots of information to catch up on with the students who already are professionals in the field when having conversations or doing group work together. In  terms of looking for jobs, there’s also some shortcomings for being a recent  grad. However, I believe this is the fastest way for me to grow and learn; the process might be challenging, but the outcome will be beneficial. What kind of work do you hope to do when you graduate? Through studying at SIPA, I found my interest in economic development and management. I hope to find a firm that has specific interest in China or Asian markets/business, where I could apply my knowledge and skills into practice. What advice do you have for current applicants? New York City is really a vibrant and exciting place to explore, and the experience of SIPA is definitely the best part of it. So don’t hesitate applying for it! If you happen to have any questions, don’t be shy to ask for help from the Office of Admissions! Wish you all best luck! [Photo courtesy of  Yiting Xu]

Discounts in Mandarin Chinese

Everyone loves a discount. The bigger the better. When youre shopping, its always a good idea to keep a  lookout for good deals and discount signs. If youre shopping or bartering in China or Taiwan, make sure to understand how discounts work in Chinese. Otherwise, you might end up paying for a price much higher than you expected! When it comes to Mandarin Chinese discounts, they are expressed the opposite of English. In English, discount signs are labeled as X% off. In Chinese stores, discount signs will tell you the percentage of the original price that you now have to pay.   So don’t get too excited when something is marked 9 折 (jiÇ” zhà ©); that doesnt mean 90% off. It means you can buy it for 90% of its regular price – a 10% discount. The format for discounts is number 折. Western (Arabic) numbers are used instead of Chinese characters. Here are some examples: 7 折qÄ « zhà ©30% off5 折wÇ” zhà ©50% off2.5 折à ¨r diÇŽn wÇ” zhà ©75% off You might be confused as to how 7 refers to 70% rather than 7%, 5 refers to 50% rather than 5%, and so on. This is because 7  Ã¦Å Ëœ means 0.7 times the price. If an item originally costs $100 but has a  7  Ã¦Å Ëœ discount, then the final cost is 0.7 x $100, or $70.   So when looking out for discount signs in Chinese, remember that the smaller the number, the bigger the discount.

Machiavelli philosophy in the Prince - Free Essay Example

Sample details Pages: 2 Words: 663 Downloads: 5 Date added: 2019/07/26 Category People Essay Level High school Tags: Niccolo Machiavelli Essay Did you like this example? Machiavellis The Prince Chapter 3: Concerning Mixed Principles; urges the prince to rule with motivating tactics and to ease slowly into their conquered states to optimize success. To starts this chapter, Machiavelli discusses composite principalities; that rulers often struggle with implementing. Further, he discusses how crucial it is to understand how to conquer a state and that is because of one natural difficultyunhappy people. Don’t waste time! Our writers will create an original "Machiavelli philosophy in the Prince" essay for you Create order As a result of unreasonably harsh and tactless rule, people revolt and fight for what they want, and may even appoint a new ruler. This is not beneficial to a ruler who wants to maintain control. In retaliation to these revolts, rulers use harsh and immoral tactics to deal with these situations, and to Machiavelli this makes matters worse. However, Machiavelli believes that the prince can manipulate peoples trust in his favor. This include making the people think that they will benefit under the princes rule; as this happens the prince is gaining more agency, control, and power. His advice is outlined below. Machiavelli starts by urging rulers to minimize harm to people, while simultaneously maximizing benefits to their reign. He emphasizes the importance of gaining the peoples goodwill, although he cautions that it will be impossible to maintain allies perfect friendship after a conquest. This is because, according to Machiavelli, a prince will always try to secure his control, and this might be to the expense of some peoples happiness. Machiavelli highlights that there is a fragile balance of power between a ruler and his subjects, and he believes that princes should take the necessary steps to maintain the balance in their own favor and to injure those who have made him the new ruler. But, he makes sure the end this thought by reminding the prince that the prince is nothing without the corporation of the people. To Machiavelli, to maintain rule would mean to maintain the stability of the conqueror state. He believes that princes should integrate smoothly into their ruling and will maintain their power as long as their old lives are undisturbed. He expresses that conquesting similar territories, and refraining from altering laws and changing too much of the culture would help rulers prevent negatively implicating the lives of people. This in turn will help ruler gain trust of the people. Another tactic for princes to keep in mind is to be hesitant of power and starting trouble upon a new conquer. Machiavelli urges princes to not bring large armies or start war because the cons outweigh the pros as these tactics will provoke hatred in the people. Machiavelli continues by encouraging rulers to use revolts in their favor. He counsels them to take advantage of this opportunity to reassert their power and, if necessary, to reorganize their states. Machiavelli advises princes to adopt harsh measures, when they deem it as necessary to secure their control over people. He believes that using punishment forms is an important component of governance. But to do so with limits, he adds, When lands that have rebelled are reconquered they are not lost so easily. Machiavelli uses France as an example, and expos how the french easily lost their conquest of Milan, because of their failed attempt to wage war to reconquer after a revolt a first and second time. He believes that King Louis made all the wrong choices, and is a perfect example of what not to do. To not eliminate the power of the people, to not bring foreign power in to newly conquered states, to not settle. Machiavelli philosophy is general enough to be about to motivate people despite the period or place that they are in. Machiavellis advice can apply to any princes situation. Machiavelli truly is able to manipulate behavior on the basis of scheming. And he insists that the goal should never be to make people submit to a princes rule, but rather, not make it possible for them to ever revolt. To Machiavelli, truly consolidating your ruling is the golden rule.

The Tried and True Method for Descriptive Essay Topics in Step by Step Detail

The Tried and True Method for Descriptive Essay Topics in Step by Step Detail For instance, an essay on the very first topic can tell your private story. however, it may also be based on your imagination. Our writers try their very best to develop interesting suggestions and share them with you. The stories written by the finest American and British authors function as the ideal narrative essay examples too. The more passion you've got for a writing topic, the simpler it is going to be to convey that emotion to your audience and generate a great descriptive essay. Descriptive Essay Topics - the Story There's almost always a big likelihood a high school teacher will choose to present their students a descriptive essay as an assignment. Therefore, below are some basic methods that will help you in writing of good descriptive essay. Most commonly, students are requested to prepare a descriptive customized coursework UK. Some students believe that they can write great descrip tive essays regardless of what their topics are. The ability to spell out something doesn't come easily for a great deal of individuals. When you're varying between several points, it's great to find out what other men and women consider the matter. Once you choose the topic which suits you most, bear in mind the reason you write your essay, concentrate on the most essential details to tell about in your text and don't neglect the value of senses and feelings in your essay. Whether or not you require descriptive writing examples of an individual, place, or emotion you want a great example to follow. The New Fuss About Descriptive Essay Topics If you wish to compose interesting descriptive essays on places, our service is able to help you do that. There are factual specifics of the idea put in the essay. Since you may see, there isn't any limit to the quantity of topics you may choose for a descriptive essay. Work on the thesis statement when you choose the topic. Begin with choosing the topic you want to explore. The absolute most important thing here is to select among the very best descriptive essay topics, as failing to choose a write topic will prevent you from turning in an amazing essay. All About Descriptive Essay Topics Subsequent paragraphs of the human body should include different events while observing continuity with the beginning of the essay body. In the principal body, you should concentrate on specific qualities of the chosen subject and go into details of each specific quality in these paragraphs. In short you'll be weighing the topics with respect to information content. If you would like more descriptive essay examples like the one added in the prior section, there are lots of easy ways to acquire high-quality samples of academic papers. Hearsay, Lies and Descriptive Essay Topics When you may read a descriptive essay sample, you are able to learn from the very best. There are several different sorts of descriptive essays. To begin with, you must comprehend what distinguishes informative essays from some other varieties of academic papers. Descriptive essays could be difficult if you don't have any clue what to write about. Don't panic if you are not able to receive your descriptive essay right. Still, try to remember that a descriptive essay is likewise an academic paper, therefore it should serve a goal. It is a short paper which is all about describing or summarizing a topic. An excellent descriptive essay comes out of a knowledgeable and imaginative mind. The opening or introductory paragraph of essay is similar to an announcement of the entire essay. If you would like to create a descriptive essay about your own personal experience, it might be unusual and specific. If you are searching for topics for descriptive essays then there's a great chance that you're unsure of your abilities of how to compose a very good essay. Life After Descriptive Essay Topics At the right time of choosing a topic for your descriptive essay, you should continue to keep a few critical things in your thoughts. Well, question is best answered by studying the goals of both comparable. Perhaps the main thing you must not forget is that you're required to compose an essay instead of simply to describe something. If you are searching for tips about how to compose a descriptive essay, you've come to the correct location. Descriptive Essay Topics - Dead or Alive? One other important matter you have to describe is the education. With that personal connecti on, the capability to write descriptively will be easier. Regardless of the topic you made a decision to approach, it is better that you share your work with the class or teacher, however scary it could be. Not merely it's ok to mix certain topics like events and memories, but in reality, it's highly appreciated.

International Management of Hilton Group of Hotels †Free Samples

Question: Discuss about the Management of Hilton Group of Hotels. Answer Objective of the report: The report is intended to accomplish the learning outcomes pertaining to the primary concepts of international management and the impact of culture on the management of international operations of an organization. The case study organization assumed for the research is Hilton Group of Hotels. which is a renowned chain of hotels with the prolific reputation in the global hospitality industry. The explanation of the factors which impact international management such as global factors and management challenges could also be accounted as one of the profound objectives of this report. The proposal would be directed towards collection of data from websites of the organizations using a specific methodology and illustration of data sources. Thereafter the reports objective is to collate the findings from the data collection procedure to realize the data analysis procedure and present viable outcomes that can be integrated in the recommendations to improve the concerned research issue. The study is vital in the current scenario since it highlights the various international factors that influence the management process and efficiency of a large hospitality business undertaking. The business market has extended to a large extent due to globalization so this research activitys object ive is crucial for various parties like similar business undertakings, management students, researchers working on similar subjects, etc. Methodology: The methodology used in this specific report has been kept simple in order to understand the aspects which influence the performance of the hospitality business in the international scene. The group report proposal activity has to be associated with a specific methodology that would serve as a guideline for completion of the project as well as an instruction for validating the findings of the report. The report utilizes the acquisition of secondary information as a viable methodology for addressing the notable issues pertaining to international management in the Hilton group of hotels(Adler-Nissen, 2014). As per Alexander, Walker Naim, the methodology that could be profoundly associated with the feasible execution of the report is enhanced through the consideration of secondary information sources such as journals, research publications and reviewed articles(Alexander, Walker Naim, 2014). According to Singh Gaur, the secondary information sources are accountable for providing deeper insights into the issue of international management alongside profound inferences to the themes such as cultural diversity and its impact on international management, impact of global environment on international management and the management barriers that influence international management(Singh Gaur, 2013). The identification of the specific issues pertaining to international management with respect to these three dimensions could be accounted as the reports primary objective and the critical review of literature pertaining to culture, international environment and management challenges faced by an organization is helpful for the determination of plausible recommendations that could improve the sustainable competitiveness of Hilton group of hotels in the international marketing environment(Ambos Hkanson, 2014). Since internationalization has become an inherent concern for business organizations in the contemporary market environment, it is imperative to consider the limitations and opportunities that can be observed in this context. The varying implications of culture, management factors and global environmental factors are reflective of considerable impact on the performance of international management frameworks suggesting their emphasis in literature pertaining to international management(Bader Berg, 2013). As per Sderberg, Krishna Bjrn, a comprehensive evaluation of the varying dimensions pertaining to international management would be helpful in drawing a framework for anticipating the trends in context of international management in an organization(Sderberg, Krishna Bjrn, 2013). The trends related to culture can be used to address specific issues such as cross cultural management and maintaining a culturally diverse workforce. Apprehending the trends in the global environment such as the external environment analysis of the dimensions of politics, economy, society, culture, legal apparatus and technology could be reflective of plausible insights to frame strategic approaches accordingly. Therefore the methodology for completing this report can be helpful for estimating the research issue from diverse perspectives(Berkenbosch, et al., 2013). Data collection: This is a crucial section of a research activity since based on the collected data, analysis can be conducted which will help in finding key issues faced by the hotel chain and accordingly recommendations can be suggested in order to improve the performance of the chain in the international environment. The data collected for the report proposal was drawn from various sources of secondary information such as online journals, research publications and reviewed articles. According to The references of Brown to articles depicting recent trends in international business management also reflect on the comprehensiveness of the data collection in order to ensure currency of the report. It is essential to consider the authenticity of the sources used for the report that can be validated from observing the credentials of authors and referencing associated with the journal publications(Brown, 2015). The utilization of the website of Hilton Group of Hotels provided authentic insights into the b usiness reports of the organization depicting the internal competences of the enterprise alongside the external factors that impinge on the performance of international operations of the group. The data collection from the official sources pertaining to the Hilton group of hotels is also reflective of profound references to the authenticity of the information and its validity for addressing the learning outcomes of the report(Tietze, 2013). The prominent data collected in the report would indicate the references to the impact of culture, external global environment and the management challenges on international management(Brown, 2015). Explicit illustration of the international management implications can be accounted as data collected for the report which suggests the relations of international management to an explicit decision making process in a multicultural environment. The intangible nature of elements influencing international management as well as the comprehensiveness of t he domain of international management create potential setbacks for identification of particular themes that can be integrated with the resolution of issue presented in the report(Frynas Stephens, 2015). Application of the data to identify the contemporary alignment of business trends with respect to international management of culture, external environment and management challenges is accountable for the efficiency of methodology for the report. The data is implemented for identification of the strategic alignment of Hilton Group of hotels with the varying international market scenario with references to the data obtained from research work executed earlier in this field (Witt, Brooke Buckley, 2013). The data collection was also accompanied with the plausible inferences suggesting identification of profound gaps in the existing literature as well as possible routes to address the shortcomings (Gooderham, Gooderham Grgaard, 2013). As per Huang, Yen Liu, culture is a subjective entity which could be attributed to the acquisition of knowledge by people especially through interpretation of experiences and information on generation of social behaviour. The acquired nature of culture could be held responsible for guiding people towards interaction and communication with other society members and constituents. Adjustment of cultural frameworks is a formidable setback in international management as perceived from the responses of majority of literature sources (Huang, Yen Liu, 2014). Since there is no absolute definition of culture, it is ambiguous to interpret the effect that can be obtained from the cultural diversity on international management of business entities. The concerns for the external environment characterized by market forces and political, economic, social and technological factors for international management in the hospitality industry also served as viable data for the evaluation of another theme of the report. It is imperative that the management of Hilton faces internal friction while coping with international management primarily indicating direction towards the opposition to change management strategies and lack of internal competences. Therefore managerial issues could also lead to profound pitfalls for Hilton Group of Hotels (Jack, et al., 2013). Data analysis: The representation of the data obtained from the collection process as considerable inputs for the report leads to the implicative requirements for a comprehensive data analysis procedure. The use of a deductive approach for data analysis provides flexible opportunities to realize the report objectives. The deductive approach is based on forming experiential assumptions that relate to the concerned issue identified for the organization. In this case the data pertaining to international management of Hilton Group of Hotels has been collated with the research publications pertaining to three profound themes identified for the report. The implications of diversity among the workforce can be a foremost challenge for Hilton Group of Hotels in its international management (Kaynak Darling, 2013). Cultural diversity has to be addressed from internal as well as external contexts in which the differences of age, religion, sexual orientation, ethnicity and language can be observed without any disturbance in the community. The necessity for international management or international relations management is largely reflective of the impact rendered by culture and governance frameworks in the organization. The data analysis reflects critically on sources of literature to provide an interpretation of the key issues that proliferate due to cultural mismatch in the case of international management (Kough, Paris Butler IV, 2013). Communication is the foremost requirement for sustainable operations of Hilton group in the hospitality industry since it is reliant on the access to diversified supply chain and customer bases. The presence of Hilton in the hospitality sector is reflective of the essential requirement to address communication at the earnest instant in order to refrain from the costs incurred due to communication discrepancies. Lack of communication can be a notable addition to the issues affecting the strategic management of international business that reflects on the long term impacts on brand identity. International management is also reliant on the execution of an international strategy that would be characterized by the integration of inferences drawn from the analysis of economic, technological, legal, cultural and political dimensions. International management can therefore be considered from two distinct aspects such as strategic and cross cultural point of views (Nebus Chai, 2014). The strategic point of view relies on the acquisition of a wider strategic perspective of the issue while the cross cultural management is related to creation of promising international structures facili tating efficient location of value added activities in the supply chain and the management of international partners and associates (Schmeisser, 2013). As per Siedlok Hibbert, transnational corporations are gradually increasing in number and hence apprehension of the management related pitfalls is an essential requirement to validate feasible execution of the strategic plans. Hilton Hotel has to apprehend a reasonable balance between strategic management and cross cultural management in order to draw legitimate inferences for promotion of international management competences (Siedlok Hibbert, 2014). Findings From the analysis, it has been found that most scholars have explored that strategic approach made by the management is being integrated largely with the HR functioning with respect to the strategic planning and the operations thatarecarried out in the business. It is understood that the human resource strategic management has to be involved particularly in situations when there is an interaction between the customer and the employee which occurs frequently. In the Hilton group of hotels, the strategic management has to be aligned and get integrated with the business strategies of the organization for reducing the pitfalls. Apart from this, from the analysis, it is found out thatthe strategies of HR management have to be involved in the environmental scanning in order to achieve the goalsand objectivesofthe organization (Nankervis, Compton, Baird, 2005; Schuler Jackson, 1999). For making the approach strategic in the HR management it will be requiring the HR managers who will be re sponsible for the changes that are taking place in the Hilton Hotels business environment (Devanna, Fombrun, Tichy, 1981).It has been found out by Wilton (2006) that hotels in the urban areas will be adopting the best practices of HR management when compared with that of the small hotels. The same strategy is being followed by Hilton Hotels as it is one of the top hotels. From the study, it is evaluated that the best practices of HR refer to thepractice systems of HR which are recommended by the scholars of SHRM (Hoque, 2000; Nankervis, 1995). The Hilton Hotels being in the urban areaare facing the problem of shortage in the labour as there is an availability of more alternative solutions for employment outside the company (Wilton, 2006).It is indicated by these findings that the strategic plans have to be established in such a way that they make an approach to the relations of an employee with no cultural diversity in the market. It is very important since the resources of the firm are valuable when opportunities are exploited and threats are being neutralized (Barney, 1995, p. 52).For developing the competitiveadvantage of the organization the strategic plans have to be made by focussing on the strategicmanagement of the hotels (Barber, Huselid, Becket, 1999; Becker Huselid, 1999). In termsof strategic planning and the business plan of the firm, i t says that the HR manager has to play a vital role in their development (Artis, Becker, Huselid, 1999).In the internal environment of the Hilton Hotels an effective communication between the managers and the subordinates has to be maintained and the information has to be sharedappropriately so that it will encourage them to get involved in the formation of strategy and its implementation (Barber et al., 1999; Becker Huselid, 1999).As a result, the strategic management of the resources management will be requiring the integration of the practice of HR and having the discussion of these practices on the whole rather than just focussing on the individual functions of the HR.By this practice, they complement each other and will be independent and by the integration of the practices of HR in the organizational system, it will lead to the competitive advantage due to its unique nature, complexity, and specificity. The findings section is one of the most vital sections of the research activity since it includes the crux of the particular report on the international management scenario of the Hilton Group of Hotels. The detection of key areas that need attention will help the management of the hotel chain to improve the strategic model so that it can target a wider set of audience and enhance its performance in the competitive external environment. Conclusion The main objective of preparing the report on the international management of Hilton Group of Hotels was to understand the various issues relating to the management process of the hospitality chain. The use of secondary data has been crucial for the report study since the referred journals, research publications, etc provide deeper insight into a number of subjects that can be improved and improvise by the management team. A number of areas like influence of global environmental factors, management barriers, impact of cultural diversity, etc have been identified which can be worked upon to make the management process more efficient and effective. Since today globalisation is the reality of the modern times, this specific aspect has been taken into consideration and its impact on the overall performance of the Hilton Group of Hotels has been assessed. Its ability to grasp the various opportunities that come in its path in the external environment is crucial for the hospitality business. The regular monitoring of the various external elements including economy, culture, politics, society, legal constraints, technology, etc are vital for the effective management in the international scenario since proper analysis of these elements will help the management to devise effective strategic model which will help it to perform in a sustainable manner in the economy. The data analysis reflects that the cultural diversity is a vital aspect that needs to be looked upon and the diversity in age, gender and ethnicity is crucial for the hotel chain. The business undertaking also needs to enhance its communication model since it is a crucial network that helps the business to access diversified supply chain and target customer bases. It needs to focus on these aspects since they pose challenging situation for Hilton Group of Hotels in its international management. References Adler-Nissen, R., 2014. Stigma management in international relations: transgressive identities, norms, and order in international society.International Organization,68(01), pp.143-176. Alexander, A., Walker, H. and Naim, M., 2014. Decision theory in sustainable supply chain management: a literature review.Supply Chain Management: An International Journal,19(5/6), pp.504-522. Ambos, B. and Hkanson, L., 2014.The concept of distance in international management research.Journal of International Management,20(1), pp.1-7. Bader, B. and Berg, N., 2013.An empirical investigation of terrorism-induced stress on expatriate attitudes and performance.Journal of International Management,19(2), pp.163-175. Berkenbosch, L., Schoenmaker, S.G., Ahern, S., Sjns, C., Snell, L., Scherpbier, A.J. and Busari, J.O., 2013. Medical residents perceptions of their competencies and training needs in health care management: an international comparison.BMC medical education,13(1), p.25. Brown, A.D., 2015. Identities and identity work in organizations.International Journal of Management Reviews,17(1), pp.20-40. Drew, S. and Coulson?Thomas, C., 2013. Transformation through teamwork: the path to the new organization?.Team Performance Management: An International Journal. Frynas, J.G. and Stephens, S., 2015. Political corporate social responsibility: Reviewing theories and setting new agendas.International Journal of Management Reviews,17(4), pp.483-509. Gooderham, P.N., Gooderham, P.N. and Grgaard, B., 2013.International management: Theory and practice. Edward Elgar Publishing. Huang, M.C., Yen, G.F. and Liu, T.C., 2014. Reexamining supply chain integration and the supplier's performance relationships under uncertainty.Supply Chain Management: An International Journal,19(1), pp.64-78. Jack, G., Zhu, Y., Barney, J., Brannen, M.Y., Prichard, C., Singh, K. and Whetten, D., 2013. Refining, reinforcing and reimagining universal and indigenous theory development in international management.Journal of Management Inquiry,22(2), pp.148-164. Kaynak, E. and Darling, J.R., 2013.International management leadership: The primary competitive advantage. Routledge. Kough, A.S., Paris, C.B. and Butler IV, M.J., 2013.Larval connectivity and the international management of fisheries.PloS one,8(6), p.e64970. Nebus, J. and Chai, K.H., 2014. Putting the psychic back in psychic distance: Awareness, perceptions, and understanding as dimensions of psychic distance.Journal of International Management,20(1), pp.8-24. Schmeisser, B., 2013. A systematic review of literature on offshoring of value chain activities.Journal of International Management,19(4), pp.390-406. Siedlok, F. and Hibbert, P., 2014. The organization of interdisciplinary research: Modes, drivers and barriers.International Journal of Management Reviews,16(2), pp.194-210. Singh, D.A. and Gaur, A.S., 2013. Governance structure, innovation and internationalization: evidence from India.Journal of International Management,19(3), pp.300-309. Sderberg, A.M., Krishna, S. and Bjrn, P., 2013. Global software development: commitment, trust and cultural sensitivity in strategic partnerships.Journal of International Management,19(4), pp.347-361. Tietze, S., 2013.International management and language.Routledge. Witt, S.F., Brooke, M.Z. and Buckley, P.J., 2013.The Management of International Tourism (RLE Tourism).Routledge.

Metallic Minerals free essay sample

MATALLIC MENIRALS ROLL NO: 07 Metallic Minerals On an auspicious day, sometime around a million years ago, a member of the Homo habilis species stood erect and walked steadily on his two feet and his two hands became totally free. A new species – Homo erectus—began its journey on a new evolutionary track. This great change took around four million years after his ancestors – the hominids — broke free from the lineage of  apes and chimpanzees. But , perhaps for the next seven to eight hundred thousand years, the descendants of that first Homo erectus kept wondering about what to do with the two free hands apart from holding bones and logs of wood. That was till someone picked up a stone and threw it to some animal – probably because he was scared and was trying to defend himself, or because he was hungry and wanted to get some flesh to eat. But unconsciously, he began the gainful use of a mineral, and unconsciously again, began the evolution of a new  species –Homo sapiens, the modern man. We will write a custom essay sample on Metallic Minerals or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Evolving down the generations, man learnt to be choosy in picking up the stones; he realized that all stones are not good for his needs; he tried and erred, and through innumerable trials and errors spanning over tens and hundreds of thousands of  years, finally he zeroed in on a sharp-edged hard mineral that we have named flint. With the sharp edges of flint, he could tear animals for hide and flesh; and much later, he could make knives and axes and spear heads. Flint became the backbone of economy. He began digging the earth, taking out new treasures and burning them. Thus was produced, some 6000 years ago, a new mineral, and from that a new material to which, much later, we have given the name copper metal. And that day began the Copper Age. In fact, this was the beginning of both mining and metallurgy. Not satisfied with copper any longer than a few hundred years, he began experiments with other metallic ores like tin, zinc and lead, and with a stroke of metallurgical genius, produced bronze. In the next two thousand years, by now, he knew about gold and silver also — not so  much for industrial usage, but more for ornaments and amulets. Then came that wonder metal called iron. Man entered not only the Iron Age, but also what is known as the New World. Iron continues to be the backbone of economy even today, supported not just by copper, tin zinc, lead, gold and silver, but by a host of other metals. Although flint has survived the ages and still lives today — in name at least — in some cigarette lighters, we no longer use it for getting energy. Coal, petroleum, natural gas and uranium are the sources of energy now. But compared to the thousands of years of history of copper, lead, zinc tin, gold, silver and iron, the oldest amongst these energy minerals i. e. , coal, has come to our life in a big way, only within the past 400 years or so. And we must not forget that for mining and using these energy minerals — and, in fact, all the minerals that we use today – we need machines, we need metals, we need metallic minerals – in America, in Europe, in China, in India. Even if we do not mine the metals, they still enter from soil into plants and through plants into the cells, tissues and organs of human bodies, to help the humans live healthily. Such is the importance of  metals and metallic minerals in industry, in economy and in human life. From any mineral we do not get a metal. The minerals, from which we get metals, are called ores. Amongst the ores, there are many which are used only for extraction of metals, and there is no other use of them. There are also a few ores which have multiple uses. Of course the most important use is to extract their metal contents, but they can also be used straightaway for making industrial products. As a matter of convention, these are called metallic minerals in economic and statistical circles, to distinguish them from energy minerals and industrial minerals, which are not at all used for extraction of any metal. Examples of such metallic minerals are bauxite, hematite, chromite etc. The importance of these metallic minerals in Indian economy can be gauged from the fact that during the financial year ending March 2006, the total value of production of such minerals was 89. 3 billion rupees i. e. , about 12% of the total value of production of all minerals which was 751. 22 billion rupees and this despite the fact that the value of the metals has not been accounted for in these statistics. But again, the value of metals cannot just be  measured in terms of  rupees; we should also think what would have  happened without the metals. The re would not have been any industry, there would not have been any agriculture, and there would not have been any civilization. What are the uses of some Metallic Minerals? Metals such as nickel, copper and zinc are fundamentally important to modern society since they are used for an endless variety of purposes. A few examples are listed below: * Copper: Copper Pipe, Electrical Wires, Canadian Penny * Nickel: Stainless Steel, Cars And Trucks Frames, Batteries * Titanium: Artificial Joints And Surgical Instruments, Airplane Structures * Iron: Bridges, Car And Truck Frames, Axes, Tools, Steel Girders * Platinum: Petrochemical Industry To Make Gas And Purify Oil, Catalytic Converters On Cars And Trucks To Reduce Emissions * Zinc: Galvanized Nails And Cars Lead: Wet Cell Batteries * Gold: Jewellery, Electrical Wiring Why is a particular metal or a metallic mineral used to perform a particular function or to make a particular product? That is because every metal possesses a unique combination of physical and chemical properties, and in this respect no two metals or two minerals are exactly the same. So a particular use of a metal or a mineral can be best und erstood if the use is linked to the particular set of physical and chemical criteria. Now, gone are the days when all the rich near-surface deposits of metallic minerals were there asking to be dug out and processed for extraction of their metal contents. Those deposits are all finished during the last thousands of years. Today, we are left with only the poor grade minerals from deep-seated deposits for our needs of metals. Can we use any grade of a mineral for recovering its metal value? The answer is yes and no. The answer is yes, because firstly, man is not the producer of the mineral. The mineral was produced by nature hundreds of millions of years ago and stored in safe custody within rocks of  the earth; what man does is only draw some quantity from nature’s store house; and so, he has to accept whatever grade nature has created and whatever, out of the nature’s treasure house, his forefathers have left for him. Secondly, recovery of metals from its minerals depend not on the grades alone, but on an interplay of four factors namely grade of the mineral, grades of other input materials for its processing, technology and prices of the final products based on the metal. Out of  these, the price is determined by the market forces of demand-supply on which the producer has no control. But the other three factors are in the  domain of the producer; he may mine a high  grade mineral at a high cost, and use low grades of other input materials and employ low level technology to recover only a part of its rich metal value, or he may choose to mine an easily available low-grade mineral at low cost, and use high grades of other input materials and employ high level technology to recover almost the whole of whatever metal values are contained in the mineral. The answer is no, because at a given point of time there is a particular technology developed, and only one particular set of input materials with fixed qualities are available for processing a mineral. So, only one particular grade of the mineral can be processed with that technology and with those input materials, and only that particular grade has to be used at that point of time. The story does not, however, end with processing a mineral, recovering its metal values and using those metals for producing various consumer products. Nature has not given us minerals containing all metals, and nothing else. In exceptional cases, some pure gold nuggets were found, but they have all been taken away by our forefathers. As it stands today, though there are some metallic minerals like hematite with more than 65% of metal value, there are others that contain less than one percent. What happen to the huge quantities of material that are left out after the metal values are recovered? Such material may, in some cases, be even up to 99% or more of what is mined. Those are generally referred to as waste materials. Then there are wastages at the stage of manufacturing the consumer products out of the metals and the consumers themselves waste a lot of those products during and after their use. In fact, wastes generate at every stage of  economic activity, but it has been the experience that yesterday’s waste is today’s asset and today’s waste will be tomorrow’s asset. This happens because the developments in technology are not only about recovering the metals, they are also about utilization of the so called wastes. After all, technology is for minimizing the costs at every level starting from mining of the mineral down to the final consumption, so that at every stage the cost is less than the market price. There is another dimension of the usage of metals and minerals – substitution. Though there are some metals which are indispensable in certain uses, there are also some which can be replaced by some other material in a use. This happens if the cost advantages of using a metal vis-a-vis its performance are lost and a cheaper and/or better material becomes available. A metal can be substituted either by another metal (e. g. , copper by aluminium in electrical transmission wire) or by a non-metallic substance (e. g. , aluminium by plastics in construction material). Distribution of Metallic Minerals World Mineral Map (Metallic) Indian mineral map (metallic)

7 Tips for Using Hyphens with Adjectives

7 Tips for Using Hyphens with Adjectives 7 Tips for Using Hyphens with Adjectives 7 Tips for Using Hyphens with Adjectives By Mark Nichol A team of two or more words that band together to provide detail about a person, place, or thing are called phrasal adjectives, or adjectival phrases. The name’s not important, but it is essential that you employ hyphens to link these tag teams to clarify the relationships between adjectives (and, sometimes, conjunctions) and the nouns they modify. Here are some types of phrasal adjectives: 1. â€Å"She’s showing the classic fight or flight reaction.† What kind of reaction is it? Fight or flight. That’s a single type of reaction, so the phrase â€Å"fight or flight† is linked with hyphens to indicate its unity: â€Å"She’s showing the classic fight-or-flight reaction.† 2. â€Å"Black and white photographs from the 1930s show Nebraskans fueling their Fords at corn-ethanol blend stations.† Are some photographs black and others white, or are they all black and white? The latter choice is correct, and, because the phrase â€Å"black and white† modifies photographs, you should hyphenate the phrase into one string: â€Å"Black-and-white photographs from the 1930s show Nebraskans fueling their Fords at corn-ethanol blend stations.† 3. â€Å"Check the list of publications below for more nontoxic pest-control information.† Again, study the connections between words, then fortify the links. The information about pest control isn’t nontoxic; it’s about nontoxic pest control: â€Å"Check the list of publications below for more nontoxic-pest-control information.† Better yet, relax the sentence by rephrasing it: â€Å"Check the list of publications below for more information about nontoxic pest control.† 4. â€Å"He was laid off from his high-tech customer-relationship-management sales-support job.† If too many hyphenated phrases in one sentence makes it look like a train wreck, again, relax the sentence: â€Å"He was laid off from his high tech sales-support job in customer-relationship management.† (â€Å"High tech† is in the dictionary as such, so it needs no hyphenation before a noun.) 5. â€Å"Our waterworks have reached the classic ‘run to failure’ moment.† Avoid scare quotes quotation marks employed to call attention to an unfamiliar phrase but because the phrase within them here modifies moment, its words should be strung together: â€Å"Our waterworks have reached the classic run-to-failure moment.† 6. â€Å"The woman can’t see how agents confused her diminutive brother with a 6-foot tall fugitive.† This sentence describes a tall fugitive with six feet surely, difficult to confuse with anyone else. Make sure every element in the modifying phrase is attached: â€Å"The woman can’t see how agents confused her diminutive brother with a 6-foot-tall fugitive.† 7. â€Å"The farmer-turned-land planner is taking on both industrial irrigation and the lawn industry.† Turns of phrase that include turned to describe a transformation don’t require hyphenation: â€Å"The farmer turned land planner is taking on both industrial irrigation and the lawn industry.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Addressing A Letter to Two People8 Types of Parenthetical PhrasesConfusion of Subjective and Objective Pronouns

Setting Up and Using a Facebook Account Assignment

Setting Up and Using a Facebook Account - Assignment Example Setting up and using a Facebook account is easily enhanced by the simple available online tools such as electronic mail address and password. These mark the beginning point for establishing a basic account that can later be updated with additional designs and tools. Once registered to use this online social utility through creating a user profile, one can add friends with whom to network. Additionally, one can post information, videos or photos to update their statuses and this is open for viewing by friends. One can also join interest groups created by workmates, friends, and businesses or by institutions of learning. This online social utility enables exchanging of messages and sharing of ideas. Hence the following steps should be the guidelines in setting up and using a Facebook account. Have an email address which can be with the Google Mail (Gmail), Yahoo, Hotmail and many more. This makes use of both alphabetical letters and numerical numbers or just letters only. The email add ress can be individual or is based on an organization or institution with a central managing point.

Greece Economic Crisis of 2011 and its Prospects in the EU as its Essay

Greece Economic Crisis of 2011 and its Prospects in the EU as its Member - Essay Example 306). The deficit stood at 12.8 percent of GDP instead of 3.6 percent of GDP (Akram et al. 307). Inflation also was higher than the EU average (Xafa). Greece also accumulated a large current account deficit. Consumers demanded foreign goods, which resulted in a current account deficit of $51.5 billion in 2008 (Akram et al. 309). Private debt as a result accumulated too. By the end of 2009, Greece was downgraded by most rating agencies. According to Akram et al., â€Å"in October 2009, Fitch had down shifted the Greek credibility to A- and further degraded to BBB+ by the end of December 2009. Standards & Poor’s and Moody also downgraded the Greece on the same grounds† (306). The prognosis by many was that Greece needed to leave the Euro zone (Akram et al. 306). Some even recommended that the Euro Zone should be partitioned on a north – south basis (Akram et al. 306). The trust of investors was destroyed. The government failed to impose reforms. Administration also failed to properly assess the situation in Greece prior to 2009 (Akram et al. 308). Corruption levels were high too, which placed Greece at the bottom of South Europe (Akram et al. 308). Tax evasion stood at 30 percent of GDP (Akram et al. 308). Instead of flowing into government pockets, and then being used to repay the debt, this money stayed in private hands. As a result, investors fled as Greece was downgraded. The Euro Zone was supposed to decrease exchange rate fluctuations of its member – countries. According to Mishkin, large exchange rate fluctuations damage the economy (319). They damage financial institutions and banks as fluctuations generate losses (Mishkin 319). A single, strong currency can decrease these fluctuations. The single currency is still overwhelmingly a...This paper is the best example of analysis of the economic crisis in Greece in 2011. The root causes of the crisis are identified, and possible ways of the crisis overcoming are presented. Prospect s of the EU as an integral organization are described Origins of the crisis lie in the Greek public debt. In the 1980’s and early 1990’s, interest payment on public debt comprised a large share of the state deficit). Until the end of the 1990’s, despite high levels of public debt, Greece had managed to maintain fiscal control and debt regulation, largely because of the EU membership and lower interest rates it had to pay on its debt. Greece was unable to finance its deficit without indebting itself, because of low levels of public saving since the 1980’s. As a result, most of the Greek public debt, 80 percent, ended up being owned by 2010 by foreign banks. Greece also accumulated a large current account deficit. Consumers demanded foreign goods, which resulted in a current account deficit of $51.5 billion in 2008. Private debt as a result accumulated too. By the end of 2009, Greece was downgraded by most rating agencies. The trust of investors was destroyed. The government failed to impose reforms. Administration also failed to properly assess the situation in Greece prior to 2009). Corruption levels were high too. Tax evasion stood at 30 percent of GDP. Politically, an exit by Greece could imply a disaster. The EU would not be viewed as a strong union. Investors might view it unfavorably as well, since failure to keep Greece could be viewed as a forecast for future crises among the EU members. Moreover, if Greece exits and is bailed out at a lower interest rate, other countries would find it profitable to leave as well.

Disabilities: Barriers to Participation

Disabilities: Barriers to Participation Exclusion Inclusion Disabilities Overcoming barriers to participation From Exclusion to Inclusion In the United Kingdom, discussed by Shah (2005), segregated or special schools were the most common form of provision for pupils with disabilities, despite the fact that the cost of special education per child is too high for most countries. Governments are now recognizing the need to develop a more affordable system which will provide quality education for all children, additionally, legislation is clearly moving towards an increasing emphasis on inclusion. In Scotland the Education (Additional Support for Learning) (Scotland) Act 2004, and the Special Educational Needs and Disability Act 2001 (Department for Education and Employment, 2001), which amends the Disability Discrimination Act (1995), deliver a stronger right to a mainstream education for disabled children unless this is conflicting with the parents wishes or the provision of efficient education for other children. One of the main aims proposed in the recent White Paper, Removing Barriers to Achievement (DfES, 2004) is to reduce the number of special schools and encourage more mainstream schools to adopt fully inclusive practices. In addition, by reducing the number of residential schools and reallocating resources to local provisions and service, disabled children and young people can be educated closer to their homes and families. But it is argued that, even with the worldwide trend towards inclusion and the increasing participation of disabled children in mainstream schools, special education still has an important role and, for some students, is still the best option. However, others need to be put in situations in which they have opportunities to succeed and develop self-esteem and confidence. (Shah, S, 2005) There has been much debate over recent years concerning the provision of segregated special education for pupils with disabilities. There are both arguments in favour of inclusion and against. Advantages of segregated education Cited by Shah (2005), Barnes (1991) and Middleton (1999), argue that special education is promoted to parents of disabled children as a safe option to the hustle and bustle of mainstream schools, which may otherwise be too stressful. Some researchers claim that separate schools offer the best opportunities for disabled students, for instance, Jenkinson (1979) argues that with smaller classes and higher teacher pupil ratios, special schools allow concentrated one-to-one attention and tuition which can be delivered at a level appropriate to each child’s needs. They are perceived as more supportive, both physically and socially, and less threatening to students with disabilities, encouraging their feeling of security and enhancing their self-esteem by avoiding continual comparison of their achievements with other students. According to Pearse (1996), segregated institutions are an essential element of the social and psychological independence of disabled children. Moreover, being supported in an environment free from the involvement of mainstream barriers allows the children to explore and develop a sense of self. Cook, Swain and French (2001) propose that disabled students are likely to build positive social relationships more easily in segregated institutions where they not only share common goals and interests, but values, goals and ways of viewing the world. In mainstream school, where a disabled child requires support, Watson et al. (1999) suggest that successful social integration with peers may be hindered. They found that for some disabled people, the physical location of the helper could work against their acceptance among other children in the class. Allan (1996) suggests that the child’s interaction can be brought to the attention of the staff, as disabled children are more carefully monitored than their non-disabled peers: All children are the object of analysis within schools, but for pupils with special educational needs, the observation reaches further. They are observed, not only at work in the classroom, but also at break times. The way in which they intermingle with mainstream peers or integrate socially is often viewed as equally important, if not more so, than their attainment in mainstream curriculum goals. (Shah, S, 2005) Criticisms of segregated education Shah also discusses arguments against segregated education; Alderson and Goodey, (1998) argue that reports which suggest that students have a higher self-esteem or do better at special schools are worthless if self-esteem depends on being in an artificial, sheltered world. Barnes (1991) argues that being in a protective, segregated environment holds back disabled individuals from society. Dr John Mary and the British Council of Organizations of Disabled People (1986) believe that special education is one of the key routes for distributing non-disabled views of the world and making sure that disabled school leavers are socially isolated. The outcome of this isolation is that disabled people accept social discrimination and lack the skills needed in adult life. This argument is supported by Jenkinson (1997) and Fuchs and Fuchs (1998) who feel that the deficiency of suitable behavioural role models, and the removal from the general way of life of childhood and adolescence contribute to isolation in the community. Barnes, (1991) also argues that by producing socially and educationally disabled individuals, the special education system maintains discrimination practices in all other areas of social life, particularly employment. Dunn (1968), also had the same views, in that, a segregated placement is responsible for people with disabilities being negatively labelled and excluded from society. He goes on to say that labels have damaging effects on both teacher expectations and the student’s own self-concept. Another major criticism of segregated education is that an isolated curriculum that focuses on specific educational needs stops students from learning a wide range of subjects offered in mainstream schools. Jenkinson (1997) argues that the small number of staff in special schools, along with their considerably limited, curricula expertise, restricts the range and content of the curriculum. She feels the lack of training and experience of most special school teachers in the secondary curriculum to be a growing obstacle as students with disabilities move into adolescence. An article entitled Special School Shame (Disability Now, January 1997) reported on a study, conducted by the Alliance for Inclusive Education, which evidenced that special schools are less likely than mainstream schools to enter their students for public examinations. According to the sample statistics, only 6 of the 85 special schools in the study (7 per cent) proceeded to compete in national exams. The reasoning was based on the assumption that children in special schools were unable to learn as well as their peers in regular education. Shah has also discussed inclusive education and cites a number of authors for example, Barnes (1991) has argued that inclusion plays a crucial role in the fight towards the abolition of discrimination and of disabled people being accepted as citizens of the social majority, he suggests that being educated in mainstream schools is positively related to the successful transition of people with disabilities into employment and wider society, although, being placed in mainstream school does not necessarily mean experiencing total inclusion. Inclusive education is more than just placing a disabled person in a mainstream school and providing extra support. Inclusion requires major changes within society to allow everyone to take part, interact and make choices. Young disabled people are less likely than their non-disabled counterparts to pursue academic subjects of their choice due to restrictions imposed by the physical environment. Burgess, (2003) believes that even now, mainstream schools are not fully accessible, as those responsible for developing inclusion still often think of accessibility as ramps and rails. Burgess also points out that discriminatory attitudes among teachers in mainstream schools have also been confirmed by UK education inspectors. A survey by the Department of Education and Science (DES), published in 1989, noted that the attitudes of some staff were patronising, while others were reluctant to work with disabled pupils. T hese attitudes were likely to be reproduced in the attitudes and behaviour of non-disabled students towards their disabled peers. The result of such attitudinal prejudice among peers may be critical. Haring, (1991) argues that peer acceptance is a primary outcome of schooling, with important outcomes for the quality of life of students with disabilities. (Shah, S, 2005) As Shah discusses arguments in favour of, and against segregation, it becomes clear that there are a number of authors that support both viewpoints, for example, Jenkinson (1979) argues that with smaller classes and higher teacher pupil ratios, special schools allow concentrated one-to-one attention and tuition which can be delivered at a level appropriate to each child’s needs, yet, at the same time, she also says that the small number of staff in special schools, along with their considerably limited, curricula expertise, restricts the range and content of the curriculum and feels the lack of training and experience of most special school teachers in the secondary curriculum to be a growing obstacle as students with disabilities move into adolescence. Barnes (1991) stresses that one of the principal functions of segregated education is to protect disabled children from the rough and tumble of the normal environment, at the same time, arguing, that being in a protective, segregated environment holds back disabled individuals from society. These contradictory views lead to the belief that the authors feel that special schools do have their place in society, but not to the detriment of those attending, as in the past. People are different and diverse, and what is suitable for one may not be suitable for another, in that, total inclusion in a mainstream school may be damaging for some pupils but more beneficial for others. Perhaps this is where mainstream schools which have a special unit can be beneficial. This can be construed as partial inclusion. Pupils attending the special units can have access to the mainstream curriculum, and social interaction with their more able peers, at the same time, those who simply could not cope with mainstream institutions have the benefit of the caring special unit, where they can still have access to a similar curriculum as that offered in mainstream, and feel protected and less vulnerable. Partial integration is often seen as combining the best of both worlds in special education: the student has access to special curriculum and small classes in the special school, while also having the opportunity to socialize and participate with non-disabled peers in extra-curricular activities that are not available in the special school. (Jenkinson, 1996, p 107-108) The school in which I work is one of 14 secondary schools within the Local Authority which have a special unit. Local Authority and school level Within the local authority in which I work, there are 4 special schools and, 14 secondary schools and 28 primary schools which have a unit for pupils with additional support needs. A primary or secondary school is identified as having an integrated special unit/class if the sole or main purpose of any class or other unit forming part of the school is to provide education specially suited to the additional support needs of children or young persons selected for attendance at the class or unit by reason of those needs. The School The school is a large rural secondary comprehensive school with a long tradition of excellence, and positive relationships with the local community. The school is sited in a wooded setting, once the grounds of a Castle. In 1979 the school catered for only 500 pupils; today more than 1,200 pupils attend the school and are supported by over 100 teaching staff. The school aims to ensure that all pupils, regardless of circumstance, be given every opportunity to succeed and attempt to achieve their full potential. The school Inclusion Policy states it is the intention to include as many children as possible into some aspects of a mainstream school day. The school can cater for all students in the catchment area except those who require daily hospital residential care. For a small number of pupils inclusion could mean that they are in the same school as mainstream children, have their break times and their lunch times with mainstream classes, and attend mainstream subjects taught by a mainstream teacher as part of their S.E.N. class. They would also be able to attend activities arranged for their year group such as induction days, assemblies and trips. For other pupils it will mean that they are included into mainstream classes for part of their week. Some pupils will be mostly taught in mainstream, with one or two subjects in the Additional Support department, and vice versa. The decision of how much inclusion or when inclusion is suitable will be made at each student’s annual review; or on their entry into the Special Education Department. This means that parents and professionals will decide together what is most appropriate for each child. Whatever decisions are made can be altered as and when appropriate. Each pupil’s needs will be assessed every year to ensure that past decisions are still appropriate. All students in the S.E.N. Department will have an IEP and annual review meetings will be held to discuss progress. The support for learning team in the school consists of: Additional Support Needs (ASN) Department, Learning Support Department (LS), Sensory Impairment Department (For Visual and Hearing Impairment), Promoting Education Pupil Support (PEPS), and Auxiliary Support. Additional Support Department: Support of pupils who are not full time mainstream because of mild to severe and complex learning difficulties and / or who for significant emotional, psychological or other reasons are unable to attend large mainstream classes. Learning Support Department: Support of pupils in our associated primary schools and secondary mainstream pupils with Specific Learning Difficulties and other Learning Difficulties. Supplementary Studies in S1 and S2 provides support with Literacy and Numeracy and Support Studies in S3 and 4 provide support with Standard Grade mainstream subjects. SFL Room 3: Support of mainstream pupils on the Autistic Spectrum who cannot access mainstream classes full time because of social and communication difficulties. Also used for Alternatives to Exclusion work. Promoting Education Pupil Support Department: Support of mainstream pupils with significant social, emotional and / or behavioural difficulties. This support is mostly in class but also appropriate 1:1 and group support provided within the PEPS department classroom Pupils may be supported across all subject areas and this can be in a variety of ways: Working with a Support Teacher as well as a Subject Teacher in class e.g. a Special Education, Learning Support, PEPS or Hearing Impairment Teacher working alongside the Subject Teacher to deliver the class lesson. More intensive support in small groups or on an individual basis with any of the SFL professionals. Following a short/ medium or longer term modified timetable to help explore strategies to assist pupils in developing study and learning skills. Working totally out with the mainstream class structure in specialised classes for support. Support by an auxiliary in a subject class. In addition to the above, the SFL team liaises with a wide range of outside agencies including: the social work department, the community education team, the educational psychology services, the police, the medical services, family support for workers. House and Guidance System Until this year, 1008, each pupil in the school belongs to one of seven House Groups, which are the responsibility of seven Principal Teachers of Guidance. Their role is to know well and support each pupil in their House, providing a focus for the pupil, parents/carers, and staff and outside school contacts. At all times they work towards promoting positive behaviour and positive relationships: working with pupils to set learning targets; reviewing and discussing overall progress and being a regular point-of-contact throughout their school career. Although the school Inclusion Policy states it is the intention to include as many children as possible, the pupils attending the AS department where placed in a separate Guidance house from the rest of the school. The registration group I was assigned to when I joined the school, consisted of a mixture of 3rd, 4th, 5th and 6th years. There is an assembly held every week for each year group. The day and time for the assemblies is announced on a daily bulletin, and the days change each term. The assembly day and time for the 5th and 6th year has never included those pupils from the AS department. As part of my research I interviewed the Head Teacher about inclusion and he said that when he first started at the school, which was not long ago, he was horrified to find that there was a separate House for the pupils with additional needs. As from August 2008 there will be a new House System put into place, instead of 7 houses there will be 5. To promote the further integration and inclusion of pupils with additional support needs, all pupils will be assigned to a mainstream Registration Group, and House. The Head Teacher feels that Inclusion does not just mean integration; it means participation in all aspects. Promoting education The school has a whole school positive behaviour policy which provides the framework for classroom practice. There are school sanctions in place and these are: Official verbal warning. Move to another seat. Letter to parents. Send to Time Out Room Referral to Principal Teacher. Referral to Senior Staff. A key element of the behaviour policy is that the school does not accept any form of physical, verbal or emotional abuse, e.g. name calling, threatening behaviour or swearing. The school does recognize positively, that the vast majority of pupils, are a real credit to themselves, to the school and to their parents, and believes this should be recognized. Well Done slips are one method available to the staff at to communicate good news about an individual’ achievement. Pupils react positively to receiving these and value the recognition they bring. Pupils within my classroom The group of pupils I teach are in their 1st year at the school. Their additional needs include; social, emotional, behavioural, and difficulties in learning, understanding, listening, and following instructions. When incidents do occur in the classroom, the type of behaviour generally falls into one of three categories: Muttered or low-key threats, swearing or name-calling, chair/table tipping, refusal to co-operate with a group or another child or an adult, books or pencils swept off a table. Aggressive, verbal abuse with shouting directed towards another pupil or adult; objects such as a pencil or rubber thrown at someone or something. Physical aggression directed towards another child. When I first started at the school there were 9 pupils in my class. There are now 14. The additional 5 pupils have been reported as having difficulties in some subjects, and have therefore been removed from some mainstream lessons such as Science and Modern Languages, and placed in the AS Department. This seems to be more like exclusion rather than inclusion!

Summary of Boyles Friendly Skies :: essays research papers

T. Coraghessan Boyle’s â€Å"Friendly Skies† is the story of Ellen, a woman who is trying to get to get to New York to be with her mom, but has trouble doing so due to several delays. First, the plane has mechanical problems, this is followed by a pilot claim that they have lost their slots for takeoff. When the plane finally leaves LAX, the engine catches on fire, so emergency landing is required. When back at the airport she is only able to get a non-direct flight that stops in Chicago. While on this flight, Ellen reminisces about heartbreaking details of her past, so she takes prescription medicine with alcohol to try and diminish her pain. Eventually, a nervous man who had annoyed Ellen for hours, threatens to kill everyone because he is not happy with the airline service. With her built up frustration, Ellen picks up a fork and stabs the man repeatedly, which helps in restraining him long enough to land in Denver. The central idea of the story is that even a calm a nd constrained person can have an irrational outburst of emotion if his/her feelings are repressed. The protagonist of the story is Ellen. Ellen is thirty-two years old, with limp blond hair and a plain face and whose eyes oozed sympathy. She is also a fifth-grade teacher who has recently left her job after having experienced the embarrassment of a public fight with her partner Roy in front of her colleagues. From the beginning of the story she is frightened, anxious, with head down and shoulders slumped, indicating she has a lot of pain and suffering kept inside her. Doctors have described her as anemic and depressive and she knows that that life she has led so far has contributed for that diagnosis. The protagonist is a dynamic character because although she starts as a person who keeps all her emotions to herself, in the end, she explodes and releases her frustration on Mr. Lercher, the passenger who tried to kill everyone on the airplane. Her change in attitude can be observed when the narrator describes, â€Å" All she knew was that she’d had enough, enough of Roy and this big, drunken testosterone-addled bully and the miserable, crimpled life that awaited her at her mother’s, and she came up out of her seat as if she’d been launched†¦Ã¢â‚¬  The main conflict is Ellen’s inner conflict and the effect that her repressed feelings have on her life and her attitudes.

How Life Will Be in 50 Years

In general life will be a lot better in 50 years. Some people can say that it's true,however some may not agree with this opinion. World and life are changing on our eyes with the killing speed. There are changes in our life which are good for us,for all mankind,but also there are a lot of changes that are bad for people or for health. In my opinion life wouldn't be much better than it is today and it's possibile that it would be even worse. New technologies are considered as good by the most of the society and there is a tought that life will be easier and better thanks to them.But is this a wholly true? Surely not. Computer is one of the greatest inventions of the 21th century. If we use it in the right way it won't be dangerous for us. But even know we can see problems according to internet and computers so what would be in 50 years? Scientists certified that time we are spending in virtual world will be notoriously increasing. So†¦ will we spend something about 12 hours a da y in front of a computer? I don't think it would be healthy for anyone.Part of the society will be just unable to handle that and something that was invited to serve us and make life easier can lead people right into madness. However,new technologies have a good side too. In present there ale ilnesses and diseases which we are unable to cure. Cancer kills a million of people around the world everyday. Thousands of people get HIV everyday. Medicine made a hughe step in 21th century but not as big as to cure every ilness. I think in 50 years from now scientists will invite medicine to many different kinds of ilnesses.

A List of English Singulars That Are French Plurals

Nouns are not always singular in both French and English. Here is a list of words that are singular or uncountable, or have unmarked plurals in English but are plural or countable in French. * These are usually but not always plural in French ** Data is the plural of datum but is commonly used as a singular noun in English *** The plurals of these nouns are unmarked in English **** These nouns are uncountable in English but countable in French In addition, adjectives that are used as nouns when referring to a group of people do not have an s in English, though they do in French: Advice  Ã¢â‚¬â€Ã‚  ConseilsAmmunition  Ã¢â‚¬â€Ã‚  MunitionsAsparagus — AspergesAttic  Ã¢â‚¬â€Ã‚  ComblesAudience  Ã¢â‚¬â€Ã‚  Spectateurs, auditeursBaggage, luggage  Ã¢â‚¬â€Ã‚  BagagesBroccoli  Ã¢â‚¬â€ BrocolisBusiness  Ã¢â‚¬â€Ã‚  AffairesTo cause damage  Ã¢â‚¬â€ Causer des dà ©gà ¢tsCereal  Ã¢â‚¬â€Ã‚  Cà ©rà ©alesChess  Ã¢â‚¬â€Ã‚  Ãƒâ€°checsClothing  Ã¢â‚¬â€ Và ªtementsContact information/name and address  Ã¢â‚¬â€ Coordonnà ©esDamage  Ã¢â‚¬â€ Dommage(s),* dà ©gà ¢tsDarkness  Ã¢â‚¬â€ Tà ©nà ¨bresData**  Ã¢â‚¬â€ Donnà ©esDebris  Ã¢â‚¬â€ Dà ©brisDeer  Ã¢â‚¬â€ Cerf(s), biche(s)***Deposit  Ã¢â‚¬â€ ArrhesTo do research  Ã¢â‚¬â€ Faire des recherchesEngagement  Ã¢â‚¬â€ Fianà §aillesEvidence — Preuve(s)****To feel remorse  Ã¢â‚¬â€ Éprouver des remordsFish  Ã¢â‚¬â€ Poisson(s)***Food  Ã¢â‚¬â€ Vivres, victuaillesForecast — Prà ©visionsFruit  Ã¢â‚¬â€ Fruit(s)****Funeral — Funà ©r ailles, obsà ¨quesFurniture  Ã¢â‚¬â€ MeublesGarbage, rubbish  Ã¢â‚¬â€ Dà ©chets, orduresGift (for Christmas or New Years)  Ã¢â‚¬â€ ÉtrennesGraffiti — GraffitisHair — CheveuxHavoc — RavagesHay  Ã¢â‚¬â€ Foins*Herringbone  Ã¢â‚¬â€ ChevronsHoliday(s) (British English) — VacancesHomework — DevoirsIncome  Ã¢â‚¬â€ Revenu(s), rente(s)*Information  Ã¢â‚¬â€ Informations, renseignementsKnowledge  Ã¢â‚¬â€ Connaissances*Lovemaking  Ã¢â‚¬â€ Ébats amoureux/sexuelsMath (American English)  Ã¢â‚¬â€ MathsMedicine  Ã¢â‚¬â€ Mà ©dicamentsOffal — AbatsPasta  Ã¢â‚¬â€ Pà ¢tesPeriod (to have ones period)  Ã¢â‚¬â€ Rà ¨gles (avoir ses rà ¨gles)Progress  Ã¢â‚¬â€ Progrà ¨s*Quicksand  Ã¢â‚¬â€Ã‚  Sables mouvantsRubble  Ã¢â‚¬â€ Dà ©combresScience  Ã¢â‚¬â€ Sciences*Sheep  Ã¢â‚¬â€ Mouton(s)***Shrimp — CrevettesSoftware  Ã¢â‚¬â€ Logiciel(s)****Spaghetti  Ã¢â‚¬â€ SpaghettisSpinach  Ã¢â‚¬â€Ã‚     Ãƒâ€°pinardsStatic  Ã¢â‚¬â€ ParasitesTheres a good chance that†¦Ã‚  Ã¢â‚¬â€Ã‚  Il y a de fortes chances que...Transportation  Ã¢â‚¬â€ TransportsVacation  Ã¢â‚¬â€ VacancesVicinity  Ã¢â‚¬â€ EnvironsVolcanic smoke and gas  Ã¢â‚¬â€ Fumerolles*Wedding  Ã¢â‚¬â€ Noces*The dead  Ã¢â‚¬â€ Les mortsThe living  Ã¢â‚¬â€ Les vivantsThe poor — Les pauvresThe rich  Ã¢â‚¬â€ Les richesThe sick —  Les maladesThe young  Ã¢â‚¬â€ Les jeunes Some Nouns Are Singular in French and Plural in English Nouns are not always singular in both French and English. Here is a list of words that are singular, uncountable, or invariable in French but are plural or countable in English. * These are usually but not always singular in French** Many French  compound nouns  are invariable, though their English equivalents are variable. News — Lactualità ©Oats — Avoine  (fem)Scales — Une  balanceDrums — La batterieBoxer shorts — Un boxer-shortSwimming trunks — Un caleà §on de bainTights — Collant(s)*Contents — Le  contenu, la  contenanceOveralls, dungarees — Une  cotteDentures — Un  dentierEpsom salts — Epsomite (fem)Stairs — Un  escalierFireworks — Un feu  dartificeFruit — Un fruit (piece of)Skyscraper — Un  gratte-ciel**Gums — La  genciveJeans — Un jeanSweat pants — Un joggingTo do the dishes — Laver la  vaisselle(Piece of) news — Une  nouvelle(Loaf of) bread — Un painPants, trousers — Un  pantalonPliers — Pince(s)*Wire cutters — Une  pince  coupanteWire strippers — Une  pince  Ãƒ   dà ©nuderTweezers — Une  pince  Ãƒ   à ©pilerIce tongs — Une  pince  Ãƒ   glace  Nail clippers †” Une  pince  Ãƒ  Ã‚  onglesCoin purse, wallet — Un porte-monnaie**Pyjamas — Un  pyjamaShorts — un  shortUnderpants — Un slipSwimming trunks — Un slip de bainBellows — Un  souffletDishes, crockery (to do the dishes) — La  vaisselle  (faire  la  vaisselle) Some French Nouns Can Only Be Singular In both French and English, many nouns can be singular or plural:  un  homme  (one man),  deux  hommes  (two men),  la chaise  (the chair),  les  chaises  (the chairs). But there are quite a few French nouns that can only be singular, sometimes because the noun has a  different meaning in the plural. Here are some French nouns that can only be singular: Abstract Nouns Le bonheur — HappinessLa  chaleur — Heat, warmthLa charità © — Charity, kindnessLe  chaud — HeatLe courage — CourageLa  faim — HungerLe  froid — ColdLa  haine — HatredLa  malchance — Bad luck, misfortuneLa mà ©lancolie — Melancholy, gloomLa  peur — FearLa  soif  Ã¢â‚¬â€ ThirstLa tristesse — SadnessLa  vaillance — Courage, valor Arts and Crafts Le cinà ©ma — Cinema,  movie  industryLa couture — SewingLa  danse — DancingLe dessin — DrawingLa  peinture — PaintingLa sculpture — SculptingLe thà ©Ãƒ ¢tre — TheaterLe  tissage — WeavingLe tricot — Knitting Directions La  droite — RightLest  (m) — EastLa gauche — LeftLe  nord — NorthLouest  (m) — WestLe sud — South Materials and Matter Acier  (m) — SteelArgent  (m) — SilverLe bois — WoodLe coton — CottonLe cuir — LeatherLe cuivre — CopperLe fer — IronOr  (m) — GoldLe papier — PaperLe plastique — PlasticLe plà ¢tre — PlasterLa soie — SilkLe verre — Glass Sciences La biologie — BiologyLa botanique — BotanyLa chimie — ChemistryLa gà ©ologie — GeologyLa linguistique — LinguisticsLa philosophie — PhilosophyLa physique — PhysicsLa psychologie — PsychologyLa sociologie — Sociology Some French Nouns Can Only Be Plural In both French and English, many nouns can be singular or plural:  un homme  (one man),  deux hommes  (two men),  la chaise  (the chair),  les chaises  (the chairs). But there are quite a few French nouns that can only be plural, sometimes because the noun has a  different meaning in the singular. Here are some French nouns that can only be plural: Les abats  (m) — Offal, gibletsLes acariens  (m) — Dust mitesLes affres  (f) — Agony, throesLes agissements  (m) — Schemes, intriguesLes agrà ¨s  (m) — (Sports) apparatusLes alentours  (m) — Neighborhood, surroundingsLes annales  (f) — AnnalsLes appointements  (m) — SalaryLes archives  (f) — ArchivesLes armoiries  (f) — Coat of armsLes arrà ©rages  (m) — ArrearsLes arrhes  (f) — DepositLes auspices  (m) — Auspices, patronageLes beaux-arts  (m) — Fine artsLes beaux-enfants  (m) — Childrens spouses, in-laws / spouses children, stepchildrenLes beaux-parents  (m) — Spouses parents, in-laws / parents spouses, stepparentsLes bestiaux  (m) — Livestock, cattleLes bonnes grà ¢ces  (f) — Someones favor, good gracesLes brisants  (m) — (Ocean) breakersLes brisà ©es  (f) — Someones territory, footstepsLes catacombes   (f) — CatacombsLes cà ©rà ©ales  (f) — CerealLes cheveux  (m) — HairLes comestibles  (m) — Fine foodsLes communaux  (m) — Common landLes condolà ©ances  (f) — CondolencesLes confins  (m) — Borders, fringesLes coordonnà ©es  (f) — CoordinatesLes dà ©boires  (m) — Disappointments, setbacks, trialsLes dà ©combres  (m) — Rubble, debrisLes dà ©pens  (m) — Costs, expenseLes dolà ©ances  (f) — Complaints, grievancesLes à ©bats  (m) — FrolickingLes entrailles  (f) — Entrails, gutsLes environs  (m) — Outskirts, surroundingsLes à ©pousailles  (f) — NuptialsLes à ©trennes  (f) — Fift (for  Christmas  or  New Years)Les faà §ons  (f) — Manners, behaviorLes floralies  (f) — Flower showLes fonts baptismaux  (f) — Baptismal fontLes fianà §ailles  (f) — EngagementLes frais  (m) — Expe nses, chargesLes frusques (f informal) — Clothes, togs, ragsLes funerailles  (f) — FuneralLes gens  (m) — PeopleLes grands-parents  (m) — GrandparentsLes honoraires  (m) — FeesLes intempà ©ries  (f) — Bad weatherLes latrines  (f) — LatrineLes limbes  (m) — LimboLes lombes  (m) — LoinsLes mathà ©matiques  (f) — Math(s)Les mà ©moires  (m) — MemoirsLes menottes  (f) — HandcuffsLes mÅ“urs  (f) — Morals, customsLes munitions  (f) — AmmunitionLes obsà ¨ques  (f) — FuneralLes ordures  (f) — Trash, rubbishLes ouà ¯es  (f) — GillsLes pà ¢tes  (f) — Pasta, noodlesLes pierreries  (f) — Gems, precious stonesLes pourparlers  (m) — Negotiations, talksLes prà ©paratifs  (m) — PreparationsLes proches  (m) — Close relations, next of kinLes ravages  (m) — Havoc, ravagesLes reprà ©saillesà ‚  (f) — Retaliation, reprisalsLes royalties  (f) — RoyaltiesLes scellà ©s  (m) — Seals (e.g., on a door)Les semailles  (f) — Sowing, seedsLes sà ©vices  (m) — Physical cruelty, abuseLes tà ©nà ¨bres  (f) — Darkness, gloomLes thermes  (m) — Thermal bathsLes toilettes  (f) — Lavatory, restroomLes vacances  (f) — Vacation, (UK) holidayLes và ªpres  (f) — VespersLes victuailles  (f) — Food, victualsLes vivres  (m) — Food, supplies, provisions French Nouns With Different Meanings Depending on Number Some French nouns can only be singular, some can only be plural, and some have different meanings depending on whether they are singular or plural. Abattis  (m) — BrushwoodLes abattis  (m)  Ã¢â‚¬â€ Giblets, (informal) arms and legs, limbsAssise  (f)  Ã¢â‚¬â€ Wall support, foundationAssises  (f)  Ã¢â‚¬â€ Assembly, conferenceAutorità ©Ã‚  (f)  Ã¢â‚¬â€ AuthorityLes autorità ©s  (f)  Ã¢â‚¬â€ The authoritiesLe barbe  Ã¢â‚¬â€ BarbLa barbe  Ã¢â‚¬â€ BeardLes barbes  (f)  Ã¢â‚¬â€ Ragged edgeLe bois  Ã¢â‚¬â€ Wood (in general), woodwind instrumentLes bois  (m)  Ã¢â‚¬â€ Woodwind sectionLe ciseau  Ã¢â‚¬â€ ChiselLes ciseaux  (m)  Ã¢â‚¬â€ ScissorsLe comble  Ã¢â‚¬â€ Height, peak; last straw (figurative)Les combles  (m)  Ã¢â‚¬â€ AtticLe cuivre  Ã¢â‚¬â€ CopperLes cuivres  (m)  Ã¢â‚¬â€ Copper instruments, toolsLa douceur  Ã¢â‚¬â€ Softness, gentlenessLes douceurs  (f)  Ã¢â‚¬â€ Sweets, desserts; sweet talkEau  (f)  Ã¢â‚¬â€ Water (in general)Les eaux  (f)  Ã¢â‚¬â€ River/lake/sea water, wakeÉconomie  (f)  Ã¢â‚¬â€ EconomicsLes à ©conomies  (f)   — SavingsÉcriture  (f)  Ã¢â‚¬â€ Writing, (finance) entryLes à ©critures  (f)  Ã¢â‚¬â€ Accounts, booksLa faà §on  Ã¢â‚¬â€ Way, manner, meansLes faà §ons  (f) — Manners, behaviorLe fer  Ã¢â‚¬â€ IronLes fers  (m)  Ã¢â‚¬â€ Chains, fettersLe guide  Ã¢â‚¬â€ Guide (book, tour)La guide  Ã¢â‚¬â€ Girl scout/guideLes guides  (f)  Ã¢â‚¬â€ ReinsHumanità ©Ã‚  (f)  Ã¢â‚¬â€ Humanity, mankindLes humanità ©s  (f)  Ã¢â‚¬â€ Humanities, classicsLe lendemain  Ã¢â‚¬â€ The next day, the period right afterLes lendemains  (m)  Ã¢â‚¬â€ Future, prospects, consequencesLa lunette  Ã¢â‚¬â€ TelescopeLes lunettes  (f)  Ã¢â‚¬â€ Glasses, spectaclesLa mà ©moire  Ã¢â‚¬â€ MemoryLe mà ©moire  Ã¢â‚¬â€ Memorandum, reportLes mà ©moires  (m)  Ã¢â‚¬â€ MemoirsLa menotte  Ã¢â‚¬â€ (babytalk) HandLes menottes  (f)  Ã¢â‚¬â€ HandcuffsOuà ¯e  (f)  Ã¢â‚¬â€ (sense of) HearingLes ouà ¯es  (f)  Ã¢â‚¬â€ GillsLe papier  Ã¢â ‚¬â€ PaperLes papiers  (m)  Ã¢â‚¬â€ DocumentationLa pà ¢te  Ã¢â‚¬â€ Pastry, doughLes pà ¢tes  (f)  Ã¢â‚¬â€ Pasta, noodlesLe ravage  Ã¢â‚¬â€ (Literary)  pillagingLes ravages  (m)  Ã¢â‚¬â€ Havoc, ravagesLe status  Ã¢â‚¬â€ StatusLes status  (m)  Ã¢â‚¬â€ StatutesLa toilette  Ã¢â‚¬â€ Toilette, hygiene, act of getting readyLes toilettes  (f)  Ã¢â‚¬â€ Lavatory, restroomLa vacance  Ã¢â‚¬â€ VacancyLes vacances  (f)  Ã¢â‚¬â€ Vacation, holiday When talking about arts and crafts, a singular noun indicates the activity itself, while both the singular and plural refer to the product. Le cinà ©ma  Ã¢â‚¬â€ Cinema, movie industryLe(s) cinà ©ma(s)  Ã¢â‚¬â€ Cinema(s), movie theater(s)La couture  Ã¢â‚¬â€ SewingLa (les) couture(s)  Ã¢â‚¬â€ Seam(s)La danse  Ã¢â‚¬â€ DancingLa (les) danse(s)  Ã¢â‚¬â€ Dance(s)Le dessin  Ã¢â‚¬â€ The act of drawingLe(s) dessin(s)  Ã¢â‚¬â€ Drawing(s)La peinture  Ã¢â‚¬â€ The act of paintingLa (les) peinture(s)  Ã¢â‚¬â€ Painting(s)La sculpture  Ã¢â‚¬â€ The act of sculptingLa (les) sculpture(s)  Ã¢â‚¬â€ Sculpture(s)Le thà ©Ãƒ ¢tre  Ã¢â‚¬â€ Theater artsLe(s) thà ©Ãƒ ¢tre(s)  Ã¢â‚¬â€ Theaters(s)Le tricot  Ã¢â‚¬â€ The act of knittingLe(s) tricot(s)  Ã¢â‚¬â€ Sweater(s), jumper(s) Languages  are always singular (and always,  au fait, masculine). When the name of a language is capitalized, both the singular and plural indicate people of that nationality. Anglais  (m) — English languageUn Anglais, des Anglais  Ã¢â‚¬â€ An Englishman, English peopleArabe  (m)  Ã¢â‚¬â€ Arabic languageUn Arabe, des Arabes  Ã¢â‚¬â€ An Arab, ArabsLe franà §ais  Ã¢â‚¬â€ French languageUn Franà §ais, des Franà §ais  Ã¢â‚¬â€ A Frenchman, French people