Power Play for Howard, Negotiating Assignment Example | Topics and Well Written Essays - 1000 words

Power Play for Howard, Negotiating - Assignment Example Another important consideration is that negotiation implies acceptance by both parties that agreement between them is required before a decision can be implemented. The requirement of negotiation is there need to be minimum two parties involved in the negotiation process. There must exist some common interest, either in the subject matter of the negotiation or in the negotiating context that puts or keeps the parties in contact. Introduction to case: Power play for Howard Juwan Howard is a 23 year old young basket ball player. And this case study dealt with the young players negotiation techniques between the two teams. Howard was introduced in 1994 by the Washington Bullets, a junior from University of Michigan with the 11 year contract for $37 million. He was hard working and, for the most part, conducted himself with class and dignity on and off the court. Juwan Howard became a all time favorite key player in the basket ball team. People of Washington wanted to keep Juwan Howard w ith them as he is a star player and they wanted a win to Washington after a long span of 9 years. Even the agents and managers of various clubs wanted to keep him with them. Hence there was a huge demand for Juwan Howard in the society and this case study tell us about the negotiation technique that adopted by Juwan Howard to increase his bidding value and also the agents to bring Juwan Howard in their team but not creating any financial risky situation to their respective clubs. Negotiation is not a very simple process. In negotiation each party wants to have their upper hand and want to gain profits. Therefore during negotiation each party will have certain advantages it can be tangible and intangible, costs and risk associated with their contracts. Hence it is the capacity of a person who does the negotiation to ensure that he will get the maximum benefits. Negotiations involved in this case study are bit complicated as all the parties involved in it and they were just observing other peoples move so as to open their trump card. In this case study Juwan Howard’s name and fame is going to give a lot of benefits to him in terms of money. The basket ball game is very famous amongst the people so each game used to get around $136,000 revenue, and hence Juwan Howard thinks that he also should get a very good remuneration for himself. Moreover Howard is emotionally attached to Washington, and leaving will cause him lot of pain which is also can be reason for high quotation. Although he agreed to leave Washington and join Miami Heat, which gave a guaranteed seven year, contract worth $100.8 million. It is the biggest deal in the history of team sports, along with luxury hotel suites and limousine service during his road trips. This is a huge deal for Howard in his young age of 23 years. Howard almost was the highest paid basketball player during the 1996 and 1997 season, but his contract was voided by the NBA. However the confused story of Howard returns to the Bullets in August 1996 signing a contract, but Heat went to court challenging the NBA’s ruling. But using the Heats quotation Howard and his agents could negotiate better with Bullets winning a contract of over 100 million. This explained the extent to which the pro sports have become a mesh of emotion and financial reason with on court talent and the off court financial

Communication Between People and Computers Essay

Communication Between People and Computers - Essay Example The action of the film is set in futuristic Los Angeles, in highly developed and technologically integrated and advanced society. Everything in the setting of the movie suggests that the audience faces the future society. First of all, it is a high level of technification: it seems that every person is very good with computers and has at least two devices, a smartphone at hand and a computer at home. Also, computers are really smart even compared to the latest developments people have today: they are controlled by voice, and their voice recognition functions are quite impressive. Finally, the level of integration of technology into human life does suggest the movie is set in the future. From what one sees on the screen, it is possible to draw the conclusion that it is the society, in which â€Å"anatomopolitics of the human body [†¦] and a regulatory pole centered on population with panoply of strategies concentrating on knowledge, control, and welfare† have been merged ( Rabinow 91). This is the world, in which people and technology are a unified whole and in which the traditional dichotomy of the society and technology does not work. In fact, it is the world where new understanding of people in regard to everything they made predominates. The way the city is shown also suggests that the movie is set in the future. More specifically, the streets are clean, and there is no dirt and trash there. People’s apartments as well as working space are bright, roomy, and various gadgets do not look like the modern ones.

Subject Of Human Resource Development Management Essay

Subject Of Human Resource Development Management Essay This report provides an understanding of the subject of Human resource Development . In this report we explain the different learning style and explain the learning theories and its contribution to the planning and design of learning events. and it has been describe the implications of the learning curve and the importance of ensuring the transfer of learning to workplace. Methods of analysis include HRD policy of Nestle,HR practices, types of flexibility could be seen in the organisation, methods of training, and stages of training cycle. And finally analysis of suitable evaluation model for In the second part of the report it has been clearly identified the systematic approach of training methods practiced at Nestle and factors to take into account when planning a training and development event. In the final part of the report it has been explored the evaluation needs, and review the key stakeholders in the evaluation process and evaluation techniques could be practised at Nestle and finally the influencing role of UK government in training and development and the growing emphasis on lifelong learning and continuous development. And examine the range of contemporary training initiatives introduced by the UK government. Table of Contents Introduction The demand of industry and commerce are continually changing and are reflected in the activities of the training department and the training and development programmes. New approaches, skills, operations and procedures require either new training programmes or modifications of existing ones. This in turn affects the members of the training department.- planners, designers, authors, trainers, administrators- who have to develop different programs. Only too frequently the steps proceeding the training event are rushed or inadequate and the training itself is entered into without an effective design The training process in complex and starts at a decision making event. This might be a senior manager meeting at which a new operation or procedure is decided; a personnel report on suspicions of problems gleaned from performance reviews; line managers concerns that they or their staff may be performing at less than total effectiveness ; or staff themselves who realize that they need support, guidance and training to perform their roles or develop beyond their current levels. Whatever the source of the need requirement, if effective training and development is to result , the activities to achieve the needs must be planned in a capable manner. This report describe Nestle training and development policy all over the world and how the successful approaches of training methods and evaluation techniques contribute to the overall success of the companyhttp://t1.gstatic.com/images?q=tbn:ANd9GcQR_Q1qZpCFk9kfvuK5e67m89By3msSMXwXTeXl4UHYEsS_YOza Task 01 Importance of comparing learning style In practice, effective learning requires that trainees adopt a flexible style, sometime serialist, and sometime hoslist. However, this may not be possible for many people. The implication for differing learning styles for course designers is that training methods should be varied to meet the differing approaches for their course members. Thus, although trainers themselves may wish to use experiential and participative forms of training, these may not always be welcomed by their trainees, who may prefer to opt for traditional methods. Mayo suggests that organizations need to recognize the simple fact that different people learn different ways should take the following actions. Give people the opportunity to discover their most learning style Offer learning opportunities that suit people with different learning style Recognize to complete the full learning style Help people to translate the learning cycle into a continuous spiral of learning Honey and Mumford simplified Kolbs learning cycle and refined his learning style questionnaire. The result is that managers can identify whether they are predominantly: Activist- Whats new? I m game for anything Reflector- Id like to think about this Theorist- How does this relate to that? Pragmatist- How can I apply this is practice? The researchers claim that an understanding of ones learning style will enhance learning effectiveness, whether as a trainee or as a tutor. Different learning theories The way in which people learn best will differ according to the type of person. There are several competing theories about how people learn, and how you can assess your natural learning style. Behaviourism theory As the name suggests, researched were interested Learner must be able to respond actively and it concerned with behaviour than with thinking, feeling, or knowing. Simply it focuses on the objective and observable components of behaviour. Of the trainee. learning is facilitated when objectives are clear and to acquire more skills the frequency of repetition of responses is more important. Cognitive theory Cognitive psychologists saw learning as a complex process involving the exercise of problem solving capacity , mental mapping, intuition, imagination , perception, and purpose. They also held that learning could be latent. i.e stored away until required for use. Social learning approach This theory suggests people learn by watching others. The term modelling was coined by Miller and Dollard to explain learning by imitating others and role models as a label for those individuals who are held up as examples of good practice. The willingness to learn is the key condition that is required by Nestle. And they consider people are they most valuable asset, so when they design a training program, they ensure that by adopting which learning theory will maximise the potential; of the Nestles employees so that they could able to achieve the following objectives through training and development strategy. ensure that a pool of talent team are at the right place at the right time to enable experience through exposure; either through on-the-job training, overseas assignments or project participation. Generate meaningful learning which improve the organisational and personal performance of the employee through effective training programmes (Source :- http://www.nestle-family.com/media/english/people-development.aspx) 1.3 Importance of Learning curve and the transfer of learning Learning curve is a graph showing the relationship between time spent in learning and the level of competence achieved. It describes the progress and variable pace of learning. It basically state the more you learn less steps will be taken to increase the time and effort to complete a given task. in order to get the maximum utilization from the learning it is important to make sure there is motivation and interest is established on the activity that the employee learn, otherwise there could be an imbalance between the learning process and the ultimate performance of the employee . The ability to utilize previous learning in the service of a new learning is called transfer of learning .it is an important factor in any learning , but especially so when basic principles are being learned. Transfer can be two types: positive and negative., Simply nestle encourage people to learn, where it has a strong culture to develop the people from all over the world. So willingness to learn is the most important condition to be employed by Nestle. Their training programmes are purpose oriented and designed to improve relevant skills and competencies. They continuously develop the specific skills to perform the work activities efficiently with minimal time taken. Nestle provide motivation in various ways to their employees, such as providing opportunity to upgrade the literacy skills, on job training, establishment of residential training centres are aimed at improving the learning capacity of Nestlà ©s employees. This will result in higher productivity and efficient work force and having a competitive global market. And the organisation makes sure the employees applied the skills and knowledge learned from the training and work place activities in the task given to them. And update of new skills taught to them http://t1.gstatic.c om/images?q=tbn:ANd9GcTSQ8OQctP8TEJK-5ypua5dpnc1r-tjUNUHoZ6mrYRnce5-AQB7 (Nestle case study) Task 02 2.1 Nestlà ©s Approach to training Training is the necessary part at Nestle from the top management to the bottom level. and training is provided continually to develop the individuals who are employed at Nestle throughout the world. e-Learning, classroom courses, management courses and executive courses), are provided by each and every country where Nestle has its operations and it has five training centres including in France, UK, Spain, Mexico and Brazil. Nestle provides the following- Literacy training is provided to upgrade the necessary literacy skills those who missed a large part of their elementary school. This is specially designed for employees who handle new technical equipments and work in independence work teams Nestle Apprenticeship Programs. Apprenticeship programs have been an essential part of Nestle; training where the young trainees spent three days a week at work and two at school. Local Training Programs- On issues ranging from technical, leadership, and communication and business economics. Two third of all Nestle employees work in factories most of which organize continuous training to meet their specific needs. in addition , an number Nestle operating companies run their own residential training centres. International Training Rive-Reine, their International Training and Conference Centre in Switzerland is where Nestlà © people from all over the world meet to exchange information and ideas in seminars and training courses . 2.2 training contribution of training and development policy A systematic approach to training and development will generally follow a logical sequence of activities commencing with the establishment of a policy and the resources to sustain it, followed by an assessment of training needs, for which appropriate training is provided and ending with some form of evaluation and feedback.http://t3.gstatic.com/images?q=tbn:ANd9GcRs5jKLDUyRUvn_xrvqj46c73oxrFqFyXsoMEBLaa7uNPCx9cqC By providing a systematic training Nestle could expect to enjoy the following potential benefits Maintenance of a sufficient and suitable range of skills amongst employees The development of knowledge and skills in the workforce The harnessing of work experience and other forms of on the job development in a planned way Achievement of improvement job performance and productivity Increase value of employee in the labour market Nestle has a decentralised training and learning nature which provide the opportunity to acquire knowledge and tools they need to respond to local needs, which country they are work in. and it has a culture which motivate their people to work with different people with different country ,which leads to a multinational organisation. Training programs are generally purpose oriented and designed to improve relevant skills and competencies which will help them to move on to the next managerial level in their organisations. Specially management and executive courses are provided for managers. Nestle mainly focus on on the job training methods by the Nestle; people it self not by the professional outside trainers, which means part of the training structure in every company focused on developing managers own coaching skills, so in many cases the manager is personally involved in teaching and mentoring practices as a way of communicating knowledge to their fellow members. 2.3 factors Nestle need to take into account when planning a training and development event The introduction of a systematic approach to training and development at Nestle implies the following sequence of activities: Establishing a policy for employee development Setting up an appropriate training function Developing the means for identifying learning needs Planning and designing learning activities Implementing and subsequently evaluating these activities in their context. The Human resource policy of Nestle is give priority to develop the people of their organisation. This simply deals with the recruitment, remuneration, and training and development and emphasizes individual responsibility and strong leadership and a commitment to lifelong learning. At the next stage when identifying the training needs, Nestle need to consider the following factors Since the company has a diverse culture , must encourage employees to work with people from many different countries and cultures in the course of their career. Education in understanding the culture and values of members of a diverse workforce In order to update with the new level of technology , training should be aimed at overall factories Training should be designed to improve relevant skills and competencies A learning need from Nestles point of view is any shortfall in the employees knowledge, skills or attitudes compared with the requirements of the job, and any consequential requirements to adapt to organisational change. In order to satisfy training needs, training plans need to be established. A plan usually has the following components: aims, target group and numbers of employees across the world, diverse culture, nature of employee and their skills, filling the knowledge gap , programme content , including objectives, programme evaluation. Since at Nestle managers are responsible for coaching and guiding their employees as a part of their work so it would not require formally designed programs but learning targets, timescales and evaluation still need to be planned. The content of the training programme should be geared to the knowledge or skills required by the work responsibilities of the target group. The level at which the training pitched will depend on the current level of k nowledge and skills of the trainees. And also nestle basically depend on the job training methods. This method of learning includes learning from experience, colleagues/workmates, coaching and special projects. And finally training can be evaluated at all levels at Nestle from the level of the training activity itself up to its impact, if any on organisational goals. The subject matter of evaluation embraces the following: Nestle culture and structure On the job training methods The managers and the employees at nestle Changes in trainee behaviour Course content And learning methods 2.4 suitable training method based on HRD managers point of view As a HRD manager the first and most important decision concern the type of training approach that will be used to satisfy the agreed objectives for a particular group of learners. At Nestle most of the training programs are provided in house and managers are required to act as coaches . so coaching is a training and or development approach in which learner follows a learning process at work, usually with the involvement of the manager but using real work projects. This learning at work is different from traditional methods, it is achieved by the use of actual work, as opposed to the more artificial nature of training course activities. Coaching techniques are similar to those of many forms of training and development. In summary these will be: Identify the individuals requiring training and development Confirm that coaching will be best and most cost effective form of satisfying the training needs Discuss with the learner what is needed and agree with them that a coaching process should be followed, Agree with them the terminal objectives for the coaching and the most effective ways of achieving them Construct an agreed coaching plan that will be supported by both of you as the manager and the learners Agree starting and finishing dates for the process Agree interim progress discussions and also the final discussions on completion of the project at which , it is hoped, the results of the project will be accepted Review with the learners the learning resulting from the event and discuss future action The HRD manager as a coach must offer full support to the learners and above all must not look over their shoulder all the time, but remembering that this is basically a training exercise and that they still retain the final responsibility for the success of the task . Task 03 3.1 importance of evaluation of training and development programs to Nestle Evaluation is an activity which attempt to assess either the intrinsic merit of a learning event, i.e whether it was worth doing in the first place or the worth of an event in terms of whether it was useful or not in the circumstances. Evaluation that focuses on training processes and training progress is called formative evaluation , evaluation that focuses on the ultimate worth of training is called summative evaluation. Importance of evolution To determine the effectiveness of the training (whether training objectives met) To help improve the design of training To support accountability (determine the cost benefit ratio or return on investment of the event) Gather information on nature, experience and outcomes of training events so that they can be effectively marketed within the organisation. To allow stakeholders in the training process to give feedback To provide management information Nestle human resource policy mainly emphasis the ongoing learning and the training process to develop the skills of the their employees. It is important to ensure that the trainee is provided the expected outcome at the end of the training session. Since Nestles approach for training is differ in different nations and cultures, it is important to evaluate the different training approaches aimed at different people at different nations. As per the case study learning is an integral part of Nestle culture , in that training and development plays a major role. The effectiveness of evaluating training programs directly contribute the overall success of the company. Effective workforce evaluation helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.it will maximise the training ROI and help to determine the future from of training programs 3.2 evaluation to be one off or an ongoing process Evaluation does not considered the last process at the end of training and development. It is too important to be treated in this cavalier fashion and it starts long before the end of a training programme. Its important is such that I contend that if you do not evaluate your training and development programs to the maximum extent to which you are allowed or are capable , then it is virtually useless to run the training , if you do not evaluate , apart from highly subjective and personal thoughts, you have no evidence of the success or otherwise of your training. At Nestle pre testing or pre knowledge measures of the learners existing skills and knowledge when it comes to recruit people who have missed their large part of elementary schooling , and in order to develop their skills special development programs are provided by the company. Rive -Reine international Training Center has brought together managers from around the world to learn from senior Nestle managers and from each other. This is a continues evaluation arrangement technique made by Nestle to have midterm evaluation by visiting by the Nestle managers. End of programme evaluation- at the end of the on the job training , employees at Nestle required to perform in a highly technical competencies with adopting to a new working practices. This success is not a measure only of an enjoyable training course that has achieved its objectives. Training is the process of changing people to a more effective state so that the business aspects of the organisation are improved. Training without business improvement is usually training for trainings sake. Evaluation is the process to its final and continued successful application in the workplace. Because of this evaluation over the whole training process, it must be considered early in the design and planning , and must start long before the training event. 3.3 key stakeholders in the evaluation process and discuss the different roles they play Senior management- the senior group must be involved in evaluation at the earliest stage and should be encouraged to be interested , rather than be considered as nuisances. They should State clearly and authoritatively the responsibilities for evaluation Require evaluation analyses and review these regularly The training manager- he performs a range of evaluation activities, principally control measures , including: The control of evaluation strategy and practice Assistance with practical evaluation measures, particularly, when a more neutral assessor than the trainer is needed Presentation of analytic results to senior management The trainer- trainers in spite of their considerable involvement in training itself, must be particularly involved in a large proportion of the evaluation. Their responsibilities include: Designing and implementing validation approaches Designing implementation evaluation measures and supporting these activities Supporting line managers in their briefing and debriefing roles as required The line manager- traditionally , line management has considered the responsibility for evaluation as the training department alone. But the line managers must have an input , if only because of their staff are involved in the training and there is a cost for the training services on their budgets. Ideally line managers should participate in: Evaluation design with the training department- essential as they are a significant party to whatever process is arranged. Pre-programme briefing sessions with their members of staff Post programme debriefing sessions with members of their staff The learner Last but not least, the learners must be involved as far as possible- they have to be relied on for reliable , accurate and honest reporting and comments 3.4 compare and contrast evaluation techniques available to nestle There are so many certain techniques could be used to evaluate the training programms Interviews Questionnaires Direct observation Written test Performance test and etc By activity observation One method of assessing the skill levels of the learners at the start of a training programme is the observation by the trainer of a relevant activity. the basic approach will be assess the skill performance of the learners against some form of pre- planned checklist or analytical instrument. Simply at nestle; on the job training method is used to develop the specific skills to operate more advanced equipment. Technical and behavioural processes are frequently combined for assessments at this early stage, more detailed observation taking place at later stage. when they employed the skills what ever they develop at the early stage. Structured follow up interviews The other main method of performing a medium and longer term evaluation is by follow up interview. Interviews are usually more expensive than questionnaires, particularly if the learners are located throughout the country, or internationally. This may be a difficult task of evaluating trainers at international level for Nestle since it is a multinational company Many of the cost problems can be avoided if the line manager conducts the interview rather than a remote trainer , but you must be assured that the line manager is not too close to the learner, and has the necessary skills to conduct effective interviews. Performance tests This is the most simplest and obvious method of evaluating . under this method the applicants are asked to demonstrate their ability to do the job. These tests are however, useful only for selecting experienced workers. These tests are aimed to find out whether the applicant can perform the job successfully by asking him to do it. this measure work and performance, and include cognitive and skill based learning. Nestle would adapt performance test method to evaluate their trainees , because the on the job training method provide in- house training to their employee while their at work. Apprenticeship programs provide training to young people three days a week at work and two at school. Formal training programs at Nestle generally designed to improve relevant skills and competencies. local training aimed to develop coaching skills of the managers. Performance tests include work sampling methods under which applicants are asked to demonstrate the necessary skills, which they possess by actually doing the tasks. And assessment specially designed to evaluate a candidates managerial potential , is administrated in assessment centres. here where applicants go through a serious of exercises and are appraised by line executives, practicing supervisors, and or trained psychologists. This can be used to evaluate the managers at nestle who act as coachers and mentors and provide continues training to the home grown employees and leaders who provide training at Rive -Reine International training center. 3.5 evaluation models based on each of their contribution There are various approaches for training evaluation Kirkpatrick model Kirkpatrick model is one of the evaluation model used by many companies to evaluate the training programs . the framework classify for levels of which consist , reaction, learning, behaviour, results. The first level reaction evaluate the trainees reaction to the programme. And the next level it measure the whether the trainee learn the principles, skills, and facts that the supervisor given to him, thirdly it look at the behaviour change occur on the job and finally the last level focus on the entire performance of the trainee after the training programme. and whether it has helped to achieve organisational objectives. Each level has its own pros and cons, still it the simple and the practical way of evaluating the training programs, IBM and ATT companies also used evaluation models similar to Kirkpatrick model. but this model is only suitable for the lower level of the management, but it is highly costly to implement this system to the higher managerial levels. http://t2.gstatic.com/images?q=tbn:ANd9GcQHMeF-0U7a0UQnSgOAdlRwT0kIaCfHsSo7nMxiqnKL43QeCUmZZg CIRO model The abbreviation for CIRO is- Context, Input, Reaction, Outcome. The context level The context level identify the performance needs or desired outcomes from the training and the knowledge and skills or attitude needed to change the behaviour of the trainee. Input level identify the resources to be used and training methods, so that the most suitable method will be chosen the reaction level measure the participants reaction and the satisfaction with the training programmes so that appropriate feedback and suggestion could be provided to improve the performance .the final outcome level will measure the results of the programme in terms of context requirement https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb0buWFt-Y5GERuEutXnWuXNl3WqMEp448grjxqNuLVQUxGhtg_Agw-xLhRkuEOdEPimIXqye-wqGYK6Q6boVcrPrdXoy6XETgOis_TlFE3CnTQ5NOsZEpoB8fHC3bnnP2lk3A_37RctI/s1600/Stages+of+Evaluvation.JPG This approach is similar to Kirkpatrick in a few aspects. The reaction level is similar to Kirkpatricks but here the focus has been shifted on getting suggestions from participants. Moreover, the Outcome level of CIRO model encompasses learning, behaviour and end results which are three individual levels in Kirkpatrick. CIRO Model is considered to be a softer approach to evaluation of training. By focusing on analysing the need for training and participants suggestion to improve training program, this model covers the shortcoming in Kirkpatricks model but then lacks the evaluation of impact of training on business. based on the above analysis we could see that CIRO model is suitable to Nestle since it measure the final outcome, the change in behaviour and the learning. Training and developing is the fundamental aspect of Nestle success.so it is important not only to provide training to the employees over the counter , but evaluating the performance, their learning abilities as well the main feature of CIRO model is to provide feedback and the suggestion to improve the employees performance, simply this is very essentials since, the Nestle managers act as mentors and coachers, so it a part of the managers to provide feedback to the trainees. Task 04 4.1 Influencing role of UK government in training and development and the growing emphasis on lifelong learning and continuous development. Government is emphasizing the importance of training and development as they aim to remove the barriers of employability of those that have fewer opportunities to do so. This is where the idea of life-long learning is becoming the main initiative of the government to create such opportunities to a wide-range of communities and backgrounds. The life-long learning aim is remove and combat social exclusions which will then help to promote employability and active citizenship amongst communities. The aim of life-long learning is to: Increase the demand for learning, using vocational learning to create a fun and stimulating learning process Develop world class training, to satisfy the UK and European domestic markets, and also to satisfy the needs of the economy Give people the opportunity to re-develop their skills, without having to continually take courses, but to simply update their current skills and knowledge. The basic education provided by schooling only provides a foundation for learning, however there are then gaps in the skills required for young people to development the skills that they are able to transfer into the workplace. This is also aimed at adult learners, whom have not been able to seek and sustain employment due to their gaps in skills. The life-long learning project aims to remove the barrier of the lack of skills and tries to help those that are not equipped for workplace environments to gain the confidence to do so. The encouragement to keep life-long learning an important part of someones life is being encouraged by the governments continuous investment in education and training; not just for young people but also for adults with no basic skills which are needed in the workplace. Strategies to encourage lifelong learning: Skills for life priority group: the priority group includes the unemployed, prisoners and those supervised in the community, low-skilled employees and others at risk including: Gypsy/travellers homeless people refugees asylum seekers drug users Literacy help is also available t

Important Symbols in The Glass Menagerie Essay -- Glass Menagerie essa

Important Symbols in The Glass Menagerie      Ã‚  Ã‚  Ã‚   In his play The Glass Menagerie, Tennessee Williams uses a multitude of symbols. From these symbols, there comes a deeper understanding of the relationships between the play's four characters. The most obvious symbol in this play is Laura's glass menagerie, representing the world she lives in. Another recurring symbol is that of the fire escape. Outside the fire escape is the dance hall, a symbol for the reality of the outside world. Candles and rainbows are often mentioned in the play and carry a variety of meanings. Each symbol is a concrete substitution used to express a particular theme, idea, or character. One of the most obvious symbols in this play is Laura's glass menagerie. The glass menagerie is what keeps Laura occupied; it's the world she lives in. It is a representation of Laura's family, a representation of their isolation from the rest of the world. The Wingfields exist in a separate world, Tom lives in his dreams, Amanda lives in the past and Laura lives in her world of glass animals. When Jim enters the illusory world of the Wingfields, he is able to relive parts of his high school glory. However he can onl... ...5 March 2000. 15 March 2000 *http://hipp.gator.net/glass_alligator_review.html*. Kahn, Sy. Modern American Drama: Essays in Criticism. Edited by Willima E. Taylor. Deland, Florida. Everette/Edwards Inc., 1968. 71-88 Kapcsos, Kristal. "The Glass Menagerie." Online posting. 13 Nov. 2000. The Glass Menagerie 21 Nov. 2000 *http://www.mccnic.mohave.az.us/wcb/schools/NMC/dl/dtimpson/1/forums/forum12/me.../26.html*. Williams, Tennessee. The Glass Menagerie. The Bedford Introduction to Literature: Reading, Writing, Thinking. 5th ed. Ed. Michael Meyer. Boston: Bedford, 1999. 1865-1900   

Orang Asli Customary Law Essay

Orang Asli is a Malay term for natives. Traditionally, natives make decisions and settle disputes by achieving consensus through processes like negotiation and consultation. These customary practices had become adat (customs) that governed indigenous communities in Sabah and Sarawak for generations, existed only in oral form. In Sabah, efforts were made to codify adat but all these attempts fell short of having these customs codified and made legally binding. Instead, they remained merely as guides to native chiefs and court officials. Among all, only the efforts of George Cathcart Woolley (Commissioner of Lands, North Borneo Company) have successfully printed the compiled customs as codes. These codes were published by government printing office in 1953 and reprinted in 1962 as Native Affairs Bulletins No. 1 to 7. The 7 Natives Affairs Bulletins published by the North Borneo Company, 1936 –1939 1. The Timoguns: A Murut Tribe of the Interior, North Borneo Native Affairs Bulletin No. 1, Sandakan: Government Printing Office, 1936 (Reprinted by the North Borneo Government Printing Office, 1962.32 p). 2. Tuaran Adat: Some Customs of the Dusun, North Borneo, Native Affairs Bulletin No. 2, Sandakan: Government Printing Office, 1937. (Reprinted by the North Borneo Government Printing Office, 1953). 3. Murut Adat: Customs Regulating Inheritance amongst the Nabai Tribe of Keningau and the Timogun Tribe of Tenom, Native Affairs Bulletin No. 3, Sandakan: Government Printing Office, 1939, 27 p. 4. Dusun Adat: Customs Re gulating Inheritance amongst the Dusun Tribes in the Coastal Plains of Putatan and Papar, Native Affairs Bulletin No. Below are distinct types of compensation for injuries stated in this Rule: Types of compensation Interpretation 1. Babas any customary conciliatory gift to an aggrieved party designed to preserve the bonds of friendship. 2. Denda Malu a customary compensation in respect of any breach of native customary law which exposes the aggrieved party to the possibility of disgrace before the relatives or community to whom or which such aggrieved party belongs. 3. Kepanasan kampung a customary fine in respect of an offence against the general virtues and dignity of a village. 4. Sogit Customary haematic penalty. All these compensation for injuries comes in the form of fine, adat fine and restorative justice. Restorative justice is an approach to justice  that focuses on the needs of the victims and the offenders, as well as the involved community, instead of satisfying abstract legal principles or punishing the offender. Usually, the offenders have to compensate the aggrieved party with livestock or other things of equivalent value in accordance with adat fine. Mr Anthony  John Noel  Richards must be mentioned in the codification of Dayak customary laws in Sarawak. After graduating from college, he entered the Sarawak civil service as a  Brooke  cadet officer  in September  1938. His first posting was to the  Secretariat  where he worked under Mr Andrew MacPherson, then Secretary for Native Affairs. Here, he rapidly gained  fluency  in both Iban and Malay. In the year 1961, he published: Dayak Adat Law in the Second Division (in Iban and English, 1963, Kuching: Government Printer), and Dayak Adat Law in the First Division-Bidayuh (in English, 1964, Kuching: Government Printer). In Sarawak, the Sea-Dayaks (Iban) are the largest indigenous group. They are animists who believe in various deities. Legends say that these deities gave the Sea-Dayaks’ ancestors natural law which has become the customary law. These customary laws became the basis on settling disputes and cases. The very first codification of Sea-Dayak law has started with Mr A. B. Ward in the year 1907. He was the Resident of the Second Division at Simanggang. His code was successfully published in Sarawak Museum Journal. A conference took place in the Third Division, year 1932 to record these customary laws.

To Helen by Edgar Allen Poe Analysis

â€Å"Helen, thy beauty is to me Like those Nicean barks of yore That gently, o'er a perfumed sea, The weary, way-worn wanderer bore To his own native shore. On desperate seas long wont to roam, Thy hyacinth hair, thy classic face, Thy Naiad airs have brought me home To the glory that was Greece, And the grandeur that was Rome. Lo, in yon brilliant window-niche How statue-like I see thee stand, The agate lamp within thy hand, Ah! Psyche, from the regions which Are Holy Land! † By Edgar Allan Poe To Helen† by Edgar Allan Poe is a poem about a man speaking about the beauty of a woman both in body – with the potential reference to Helen of Troy – and in spirit – comparing her to the quintessential beauty of Psyche. The beautiful woman appears in the poem to be a free spirit that reminds the storyteller of long gone times. To accentuate this reference to her ancient beauty â€Å"To Helen† employs a strong use of Greek mythology with references to both the story of Psyche and Cupid, Helen of Troy, and possible Dionysos or Bacchus within the stanza’s of the poem.The first stanza of â€Å"To Helen† describes the beauty of Helen akin to that of a boat bringing travellers home from a long time abroad. This can be seen in the second line; â€Å"Like those Nicean barks or yore† barks being the small sailing boat and Nicean being an ancient city that was near the Trojan War. The Trojan War is one of the Western world’s most mythical battles where the Greek fleet fought against the city of Troy in a war that lasted for more than nine years. The battle began with Paris of Troy seducing Helen from her husband Menelaus the King of Sparta.The Trojan War is one of the most important battles in Greek mythology. As the Helen in the poem is being compared, or may be, the Helen of Troy comparing her beauty to that of the woman who caused the weary travellers to become weary and home deprived to begin with due to th e war their coming home from is rather ironic. However this imagery in the beginning of the poem; â€Å"Like those Nicean barks of yore / Gentle, o’er a perfumed sea,† almost immediately evoke an emotional response in the reader as it uses two rather strong emotional elements in society; war time and the joy of finally returning home. Feature Article  Country School  Allen CurnowThis is most likely the point of the imagery used in the poem and not to point out the irony of Helen of Troy’s beauty being compared to that of the aftermath of her actions of elopement with Paris of Troy. The poem then accentuates the line with a strong use of imagery; â€Å"That gently, o’er a perfumed sea, / The weary, way-worn wanderer bore / To his native shore. † The use of â€Å"gently, o’er a perfumed sea† is a strong use of imagery that leaves a clear picture in the readers mind allowing them to easily picture the tired, â€Å"way-worn wanderer† returning home.The description of the â€Å"weary, way-worn wanderer† in itself also drives the point home with the author’s use of alliteration. This heart warming imagery that fills the stanza is in itself a metaphor for the beauty of Helen whom is introduced in the first line of the poem. This opening stanza gives a very decis ive view on the subject of the rest of the poem and leaves the reader with a clear view of the woman in their mind. On desperate seas long wont to roam,† This beginning line sets up the structure of the stanza as the nameless narrator tells the listener how, even though they’re so accustomed (â€Å"wont†) to roaming the ocean the beauty of Helen brings them back home. The middle of the stanza is dedicated to describing the beauty that brought them home whereas the actual returning to home is explained in the last two lines. Also the continuation of the ocean in the poem, â€Å"On desperate seas† is a continuation of the imagery brought about in the first stanza by reference to the â€Å"barks† or small boats.This then brings across the imagery of the first stanza into the second stanza as the narrator identifies to the weary, way-worn wanderer. Also the identification of Helen of Troy in the poem is further enforced in the second stanza with lines s uch as â€Å"hyacinth hair, thy classic face† which were aspects of beauty that had a heavy weight in the ancient times of Greece and Rome. Also the mention of â€Å"To the glory that was Greece / And the grandeur that was Rome† Is a rather forward implication that all the possible connotation of Greek and Roman mythology in the poem are correct.The line, â€Å"Thy hyacinth hair,† is not only alliteration once again but it may be referring to another Greek myth. The myth is one in which Apollo takes a lover in the form of a stunning boy called Hyacinthus who is tragically slain in his youth. This again is a metaphor of Helens exquisiteness as Hyacinthus was known for his beauty in Greek mythology. However the comparison can yet again be interpreted in two ways as, although Hyacinthus was viewed as beautiful he also died tragically and at a young age.The poem therefore could also be referring to the fact that beauty is a tragedy as well as a gift – which c an then be further supported by the fact that the beautiful woman is/being compared to Helen of Troy who singlehandedly caused the Trojan War because she fell in love. It is more plausible however that the poem is simply comparing the beauty of Helen’s hair to that of Apollo’s lover. This can be deduced as most Greek mythology has tragedy weaved throughout it anyway so any reference to beauty would result in some tragedy or another. Thy classic face, / Thy Naiad airs have brought me home† This line refers again to the archetypal beauty of woman who lived in these ancient times again provoking imagery about the beauty of the mysterious Helen the poem is depicting. â€Å"Thy Naiad airs have brought me home† this line makes reference to the Naiads who were, in both Greek and Roman mythology, minor nature goddesses often referred to as nymphs who presided over mountains, rivers or forests. The Naiad airs would therefore be referring to a peaceful breeze.This s ymbolism of a Naiad airs provokes the reader to believe that the breeze is homebound and is sending the narrator towards their home. The fact that this breeze is from the narrators home is expanded upon in the last two closing lines; â€Å"To the glory that was Greece / And the grandeur that as Rome† This ties in with the previous line stating that the breeze is indeed sending the narrator towards their native shore. The descriptions given of both Greece and Rome are reminiscent of the wonders they once were and is highly symbolic of times long gone by.The imagery of ancient and untouchable beauties is apparent throughout the entirety of the poem. The ending lines wrap up the stanza rather neatly and complete the references to the ocean that appears in the first line of the stanza. â€Å"Lo! In yon brilliant window-niche / How statue-like I see thee stand! † This line once again opens up the stanza with a strong sense of imagery. It brings forth to the readers mind the classic silhouette of a woman against a window that is usually seen from a distance.Although possibly this cliched vision may not have been as used back then as it is today it still would’ve provoked an easily attainable vision for the reader to hold on to for the rest of the stanza. â€Å"How statue-like I see thee stand! † this line may be symbolic of the fact that the Greek’s had mastered the study of the human form in sculpture, sculptures that have lasted up till today and are still as stunning as they were when they were first chiselled from rock.This stone representation of Helen is highly symbolic of timeless beauty which is a theme strongly expanded upon throughout the poem. The line contributes to the imagery of the scene and the untouchable nature of the woman silhouetted in the â€Å"brilliant window-niche† who still appears to be untouchable even though the narrator is finally home. â€Å"The agate lamp within thy hand, / Ah! Psyche, from t he regions which / Are Holy Land! † The first two lines once again have heavy connotations with Greek mythology.The agate lamp and the mention of Psyche refers to one of the few Greek/Roman myth’s that does not end in tragedy. It is the myth of Cupid/Eros and Psyche in which Cupid is doing a favour for the goddess Aphrodite/Venus, whom is jealous of Psyche’s beauty. Aphrodite wanted Cupid to make Psyche fall in love with the ugliest man he could find however instead Cupid fell in love with Psyche. The two, through meddling parents and an oracle, end up meeting at the top of a mountain in a dark cave full of riches and finery – presumably placed there by Cupid in anticipation of Psyche’s arrival.Psyche and Cupid then become lovers under the condition that Psyche could never see Cupids face. One night however, due to pressure from her sisters, Psyche lights a lamp – this could be the agate lamp the poem mentions – and recognizes Cupid im mediately, waking him up in the process and causing him to flee. The story then goes on to show Psyche performing numerous impossible tasks for Aphrodite in order to find her lover – Cupid (Aphrodite’s son) – and be with him once again.One of these tasks included retrieving a box from the underworld which could possibly be referenced in the second and last lines of the poem â€Å"Ah! Psyche, from the regions which / Are Holy Land! † However Holy Land could also be referring to Greece and Rome. The reference to the myth of Psyche and Cupid in the poem is symbolic of the narrators and Helen’s love and possible it’s endurance. The connotations are that of a deeper relationship than that of admiring Helen’s beauty as their love may’ve undergone trials like the ones with which Psyche went through in order to be with Cupid.

Magellan, Ferdinand by Almo essays

Magellan, Ferdinand by Almo essays Most fearsome of all, the man who would destroy the very world the cartographers had drowned. In his time, by his compatriot and his own king, they treated him as renegade and transfuga, but now in Lisbon they proudly say his ours. One, or certainly most important explorer in history, was a faithful man trough which modesty arose. Fact that his Spanish sponsors never shared his sense of mission he found reason for them, like putting boundaries, but he really wanted to circumnavigate globe going westward. Compared to Columbuss voyage of 8000 miles, Magellans was 42000 miles and 22000 of it in unknown waters. That was achievement without parallel. Only few voyages have been fulfilled with so much intrigue, treachery, murder, mutiny, starvation and death in history of sailing, only one out of fleet of five ships managed to complete journey only 16 man out of 265 of them. If there were not of clandestine diary kept by Antonio Pigafetta, Venetian nobleman, the record and appreciations wou ld be quite different. Mutineers, deserters and jealous officers that were eager to usurp Magellans would have won if the diarist Pigafetta didnt survived all mayhem and stayed within survivors to tell the truth about Magellans achievement. From the time when Columbus had his voyage, Magellan had visions about his own voyage someday. Under the Portuguese viceroy in India, he learned seamanship and naval warfare. Hi took part in 1509 battle of Die witch gave Portugese supremacy over Ind.ocean. During all of his naval assignments, Magellan had only one dream: to sail around the world by going west of Europe. Because his personal dislikement with Portuguese king Dom Miguel help for his adventure did not came from his native nation, he got help from king of Spain. King Charles of Spain approved to Magellan his voyage to mark boundaries of Spain in pacific. Magellans fleet consisted from five ships (San Antoni...

Hiring and Development Plan essay part 2

Hiring and Development Plan essay part 2 Hiring and Development Plan essay part 2 Hiring and Development Plan essay part 2  Hiring and Development Plan essay part  1Conducting a preliminary interview with candidatesAfter screening the candidates’ resumes and applications, I will conduct a preliminary interview with the candidates for the required job position in order to select and hire a candidate who meets the needs of our company. I know that a preliminary interview can help to identify some misfits that have not been mentioned in the application forms or resumes (Aswathappa, 2005; Byars, 2010).Selection testsSelection tests are used to find out more important information about the candidates for the open position. Those candidates who pass a screening procedure and a preliminary interview should be called for selection tests. As a Human Relations Manager for the company, I will use selection tests to â€Å"determine the applicant’s ability, aptitude and personality† (Aswathappa, 2005, p. 160). There are several types of selection tests , including ability tests, aptitude tests, personality tests, interest tests, graphology tests, polygraph tests and other types of selection tests. I will use personality tests, which help to measure and evaluate the candidate’s motivation to perform his/her duties in a proper way and ability tests, which help to determine the ability of a candidate to perform the required tasks. Some of the issues that will be discussed in the selection tests for the candidates include occupational interests, personality factors, technical and non-technical skills, temperamental adaptability, etc.Creating a Development PlanIt is known that an employee development plan provides the so-called â€Å"roadmap† to improvement of current job performance and increases the chances for career advancement. Employee development plans can be viewed as a combination of the key items the employee should be ready to improve upon, and the items the company is focused upon (Byars, 2010).   Actually, a development plan is focused on the areas, which require improvement in the employees’ performance.As a Human Relations Manager, I am responsible for the development of an effective individual development plan. This plan helps to identify the best candidates for career advancement and enhanced developmental opportunities. I realize that employees are motivated to perform their duties and tasks, providing the highest levels of job performance, if they evaluate the positive recognition coming from their managers and colleagues (Byars, 2010).   I will be focused on development planning to meet the needs of our company and ensure that all employees are adapted to the technician and non-technical needs of the company. I realize that flexibility and integration can help to increase employee productivity, improve the company’s efficiency and develop the company’s knowledge and employee awareness of the total commitment to achieve the established goals (Aswathappa, 2 005; Byars, 2010).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An effective employee development plan shows the key processes, procedures and methods of identifying the needs of employees and their skill gaps. A well-developed employee development plan helps to improve job efficiency and effectiveness (Aswathappa, 2005; Byars, 2010).Employee Development PlanThe key development objectivesIn this section, it is very important to formulate the major development objectives through a comprehensive assessment of the key needs and capabilities of the company. It is necessary to assess the current status of the company, e.g. how the company operates on the competitive market, what the company does better than other companies, and asses the abilities of the employee to perform these tasks in a proper way. This analysis can help to identify the criteria against which the effectiveness and efficiency of the employee development program can be evaluated.The basic information about an employee:T he employee nameThe employee positionThe employee departmentThe employee skills’ assessmentThe employee skillsIn this section of the plan, it is very important to identify the employee skills and knowledge, including handling technical challenge skillfully, lack of creativity and originality in presenting new ideas, demonstrating the high degree of intellectual effectiveness, poor ability in solving conflicts, poor communication skills, etc.The employee skills ratingIn this section, it is necessary to determine the employee’s computer skills and people management skills.The employee development aspirationsIn this section, it is necessary to describe the required knowledge and skills, stating in detail what skills the employee should develop. As a Human Relations Manager, I will be focused on communication skills, leadership skills and technical skills.The detailed action planThe detailed development programIn this section of the development plan, it is very important t o determine the appropriate development program aimed at enhancing the employee’s skills and abilities. There are several types of employee development programs, including various training courses, mentoring, etc.As a Human Relations Manager for the company, I will use special development programs aimed at encouraging the employee’s growth and career development; improving the employee’s skills, abilities and knowledge that can be effectively and immediately applied to the required tasks; increasing the employee’s motivation and job satisfaction; creating an effective network of co-employees for problem-solving, decision-making and support;   and promoting   communication practices and planning throughout the company’s department networks.The improvement planIn this section, it is necessary to identify the areas of employee deficiency, as well as the areas of the company’s focus. This improvement plan should become a roadmap for the empl oyee on how the methods used to advance the employee to a better position. It is very important to identify the actions the employee should take to improve, including the training programs provided by the company.The development courseIn this section, it would be better to identify the methods used for the employee development. As a Human Relations Manager, I will use the following training and development methods: on the job methods, simulations, lectures, conferences and seminars, as well as role-playing.Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thus, it is necessary to conclude that Human Relations Managers should be equipped with an effective hiring plan, which can guarantee the higher percentage of selecting and hiring top employees for the required job positions. Employee development plan helps to empower employees to perform their duties in a proper way and take responsibility for their personal and professional growth. An employee development plan can be viewed as an effective document created by Human Relations Managers to outline the employee’s objectives, activities, achievements, resources and targets regarding his/her development at the professional and individual levels. As a Human Relations Manager for the company, I have developed an effective employee development plan to meet the company’s needs and achieve the established goals. I have used various methods to model the behavior of the employee I encouraged. I discussed and created an effective employee development plan, which corresponds to the performance planning cycle adopted by the company. I have endorsed the employee to attend lectures, classes and other activities aimed at supporting the established development goals. In addition, I have discussed the key employee development aspirations that can be used to support the employee’s new ideas and methods. Moreover, I believe that it is necessary to provide a comprehensive behavioral feedback on the employ ee performance and discuss the most appropriate ways to improve and develop employee performance in the nearest future. Thus, the employee development plan discussed in this paper provides massive opportunities for the employees to develop the required skills, abilities and attitudes through effective mentoring, cross-training sessions, training courses, skill assessment programs and other methods and approaches.

Idioms and Expressions in English Using Work

Idioms and Expressions in English Using Work The following idioms and expressions use the noun / verb work. Each idiom or expression has a definition and two example sentences to help your  understanding of these common idiomatic expressions with work. English Idioms and Expressions All in a days work Definition: nothing special, part of the routine Dont worry about it. Its all in a days work.Cooking is all in a days work. All work and no play makes Jack a dull boy. Definition: Idiom meaning that you need to have fun in order to be a happy, healthy person Go home! Remember: All work and no play makes Jack a dull boy.Im worried about him. He hasnt yet understood that all work and no play makes jack a dull boy. Dirty work Definition: Necessary, but uninteresting, or difficult work He did the dirty work on that project.Have you got around to doing the dirty work yet? Get down to work Definition: Stop relaxing, focus on important task Hey, lets get down to work here!Sorry, Ive got to get off the phone and get down to work. Get worked up over something Definition: become angry or annoyed about something He got all worked up over the last exam.Dont get worked up over the garden. Ill take care of it tomorrow. Make short work of something Definition: do something quickly I made short work of the assignment and moved on to the next job.Give it to John. Hell make short work of it. Work like a horse Definition: work a lot, work very hard Janet works like a horse!Why dont you ask Tom. He works like a horse. Work out for the best Definition: eventually finish well Dont worry about your problems. Everything will work out for the best.The divorce worked out for the best for the whole family. Work something off Definition: lose weight Im going running to work dinner off.She went to the gym to work off a few pounds. Throw a monkey wrench in the works Definition: cause a disturbance in something that seems clear and understandable I hate to throw a monkey wrench in the works, but dont you think we should ask Andy to help.Everything was set to go when Jack threw a monkey wrench in the works!

Compare and contrast the idealism of Lenin and woodrow Wilson in terms Essay

Compare and contrast the idealism of Lenin and woodrow Wilson in terms of how they conceived and tried to implement a better world - Essay Example Both these leaders had different vision pertaining to reforms enabling the formation of a better society and a better world. An in-depth study of their vision would definitely formulate a rich comparative study joining the two separate halves of the world into one philosophical and theoretical unit. There is no doubt upon the fact that by the closing years of the Cold war era, Vladimir Lenin and Woodrow Wilson emerged as the two great revolutionary and political leaders of the world captivating and controlling the world’s two most powerful blocks. Both the leaders were distinguishingly different both in their means and in their ends. The ideological difference of Wilson and Lenin was actually about the emerging difference between evolution and revolution. It was a clash between liberalism and communism. The organic thought process from the Burke’s school of thought on one hand and the idealistic thought process from the Marxian school of thought became glaringly evident in their ideologies. Wilson’s vision regarding the formulation of a better world was through the fulfillment of the progressive history. And much contrary to it, Lenin viewed it as a transition, an age that is quite critical in nature apprehensive of a degeneration of an older order and indication of a violent future. Lenin tried to implement a discourse pertaining to progressive revolution which he defines as inevitable in the history of the struggle of mankind. At this point, the contention of Wilson was different from that of Lenin. He viewed it as autocratic derailing of natural constitutional development. In their ideology and world vision, the realm where Wilson showed his calm and poise, Lenin displayed his aggression and violence. Many American citizens placed their gullible opinions towards Lenin and much contrary to it; Bolsheviks totally displayed their distrust towards Wilson and his Treaty of Versailles.

Some questions to answer in a half page Article Example | Topics and Well Written Essays - 750 words

Some questions to answer in a half page - Article Example His pranks were smart and funny. Instead of accusing Nixon of misdeeds, Tuck made him look foolish with his pranks. Nixon really could not defend himself against the pranks as he could have against a direct attack on the same issues. Tuck outsmarted Nixon. I think that is funny, because too many politicians take themselves too seriously. Assignment #2:(1/2 page) How did Vince Foster die and do you think the Clinton's were involved? Vince Foster committed suicide a few months after becoming a lawyer during Clinton’s first administration. He was very respected as a lawyer in Arkansas before coming to Washington D.C. After the Wall Street Journal ran a few scathing reports on Foster, he became depressed. His family had remained in Arkansas, so he was alone. I do not believe the Clinton’s were involved in his death. His depression came from coming to the hostile environment from a place where he was highly respected. Washington politics made him depressed, but the Clintonâ €™s did not have anything to do with that. Assignment #3:(1/2 page) Tell me your opinion about why USA invaded Iraq?, 5 reasons. I believe the USA invaded Iraq for several reasons. The first was arrogance. Bush made some demands of Hussein which were not met. If Bush would have realized or understood Hussein and his tribal background, he would never have tried to corner Hussein. I believe Bush thought there were weapons of mass destruction (WMD). After realizing quickly there was not any, Bush’s arrogance kept America in Iraq. Fear led the invasion of Iraq. The fear that radical Muslims could attack America again after 9/11 made the USA invade Iraq. The unsuccessful hunt for Osama bin Laden made the Bush Administration invade Iraq. They wanted to make Americans feel safe by waging a war on terrorism. Finally Bush invaded Iraq for political reasons. He wanted to keep his political ratings high. If he was seen as soft, Republicans would ditch him like they did the more libe ral McCain. Assignment #4::(1/2 page) http://www.pbs.org/wgbh/pages/frontline/cheney/view/ Watch the entire video and give me one paragraph about it : This video is scary. It shows how close America is coming to a tyrannical society all in the name of fighting terrorism. Cheney believes that the safety of America should come at the cost of losing some of our basic rights. He does not think the Constitution should dictate to a president. The last time I checked only the Supreme Court could determine or interpret the Constitution, not the vice president. Mistakes were made in ignoring the signs of 9/11 before it happened. However if we use 9/11 as an excuse to limit freedoms for Americans, or discriminate against Muslims, Bin Laden has won. Even if not one more American dies, any loss of our freedoms because of 9/11 and men like Cheney makes Bin Laden a winner. Assignment #5:(1 page) Watch the following video. http://www.abc.net.au/catalyst/stories/s1515141.htm Tell me what "Peak Oil" is? When do you think gas will reach: $5.00/gallon $7.00/gallon $10.00/gallon Does government need to address this problem and what should the response be? .. .. Peak Oil is the oil being pumped right before the decline. Peak Oil is between the new oil that pumps out from pressure and the oil manually pumped out with water. The oil worldwide is being used more than is being produced. The video said that 1981 was the last time more oil was pumped than was being used.

Anne Watson on Teachers as Informal Assessors Essay

Anne Watson on Teachers as Informal Assessors - Essay Example Included in this identification of components are criticisms on traditional, as well as new, approaches to evaluation practices. Of particular significance is the perspective provided with regards to the teacher prejudices which are often overlooked. This was identified because Watson’s perspective was detached as the author played the role of the researcher observing and evaluating the teachers she studied. A list of these prejudices and an understanding of each one could enable me to avoid them as much as possible. Also, it will allow me to understand the dynamics behind these prejudices or sets of values. Watson explained that teachers’ decisions are influenced by a number of variables. For example, there is the differences in how normal or abnormal are viewed; generalisability of illustrative incidents, sense of power, time and place, interpretation of questions and answers, assumptions of shred understanding and so on (p. 73). So when a prejudice is identified, it does not necessarily mean that it is conscious or that it is the teacher’s fault. These things are important to me to be able to inform on decisions and judgments. As I acquire a broader perspective based on this knowledge, I am able to use approaches and practices that are consistent with my objectives and standards of practice. The list can also allow me to be able to identify a mix of components and practices that I could use, tailored according to my needs and those of my students. Several frameworks were offered and I found that I could use some of them, even modify or integrate them altogether. For example, the procedure for systematic observation practice was outlined. Theories were promptly cited in order to contextualize activities and practices, such as these observations and the interpretation of observed phenomena. There are several interesting elements in the article that particularly stood out. For instance, there are the interviews that demonstrated the manner by which theory and practice differ. The interaction between the researcher and the teacher-participant provided fresh insights because when teachers provide data based on actual experience, the researcher examines them from the theoretical perspective. The interplay of these two elements – actual experience on one hand, and theory and critiques on the other, offered an opportunity for me to take useful components and incorporate them into one workable framework for my own assessment practice. Another important information that I think deserves to be mentioned is the classification of actual informal assessment practices: the assignment of level of achievement using personal knowledge and experience; the use of school-sanctioned system of assessment; the employment of test or task; detailed and systematic recording methods. The variations are quite numerous. This point underpins the fact that informal assessment practices vary because teachers can have their own assessment pr actices. What Watson was able to identify from the numerous practices provided by the teacher-participants was a comprehensive model that contains all the concepts and practices depicted in the manner of their relationships, interactions and characteristics in the context of

Society, Ethics and Technology Essay Example | Topics and Well Written Essays - 1250 words

Society, Ethics and Technology - Essay Example Reference will also be made from other sources to expound on the concept. Why does Cowan believe it is important to examine technologies in the context of technological systems? What advantage does this broader perspective give to planners? Give a specific current technological example (not it the reading) in support of your answer. Technological concepts cannot be understood clearly without a determined focus on technological systems. The knowledge includes an understanding of the input, output, transformation, control and interdependency to other systems (Winston and Edelbach, 2012). Technological systems have led to increased levels of productivity at all sectors of the economy leading to changes in lifestyles. The improvement in technological systems has led to globalization, with people becoming more reliant and interdependent on one another than ever before. Technological systems are the perfect indicators of advancement in technology for any nation. For instance, although the American industrialization began in the early 1780’s, the instability of its technological system was hampered by the civil war. This delayed the attainment of the status of an industrialized nation until the end of the civil war. ... The improvement in living and working conditions is caused by the presence of advanced technology. Some of the current technological systems include the electric, telephone and petroleum systems. Examining technology in the context of technological systems enables the planners to identify those areas of human life that require technological advancement, and thus design the most effective and efficient system for improvement. The aspects of human culture that conflict with technological advancement can also be aligned for a beneficial coexistence. An example of the impact of recent technological systems on technology is the improvement in the medical technology that has witnessed the use of advanced technologies such as kidney dialysis machines that have enhanced the efficiency of intravenous therapy. Landes argues that there were cultural differences between the East and Middle East and the West that affected the development and application of some technologies such as the clock. Did these differences also affect the way these cultures approached information technologies such as the printing press? Can you make a comparison with the different approaches taken by Eastern and Middle Eastern and Western cultures today and current information technologies? The cultural diversity that characterized the East, Middle East and the West led to the modification of the individual technologies to suit societal demand. The Chinese cultural language is written in ideographs and does not submit itself to the current changes in the language patterns. This explains the increased popularity of full page block printing among the Chinese, contrary to movable type that is more preferred by the West (Winston and Edelbach, 2012, pp.

Marketing paper Research Example | Topics and Well Written Essays - 2500 words

Marketing - Research Paper Example 9 Important similarities 9 Do you think SustainU should offer its products direct to consumer (i.e. online, have their own branded retail stores) or partner with retailers to sell their products on their behalf...or both? Why? If you choose to partner with existing retailers, name a few examples you would recommend they partner with and why. 11 Recommend a key message (tagline, campaign slogan or potential marketing theme for a campaign) SustainU should consistently integrate. Would you use one of their existing messages such as "Change Your Clothes. Change Your World" or "Wear a Better Story" or something else (200) 12 Key message 12 Come up with and describe a PR "stunt" to attract awareness towards SustainU's business and messages. 13 Public Relation Stunt 13 Focusing on SustainU's website, recommend the sales promotions you would use and why (contest? sweepstakes? coupon code? etc.) 14 Recommend sales promotion 14 Qualities important for sales people. What makes SustainU's approa ch different than a stereotypical sales pitch? 15 16 Reference 17 . SustainU Product Depth and Breadth Recycled Apparels Alpha Wiki Vital Hybrid Zealot Uriel Zip The recycled apparel is the company’s product breadth and depth comprises of Alpha Wiki, vital, Hybrid, Zealot and Uriel Zip (SustainU, â€Å"Products†). The suggested product line for SustainU is Shoes and bags. Make suggestions for added product lines and/or product categories SustainU can add more on its product line and categories. The company deals with recycled apparel which proves to be beneficial for the environment, therefore the company can come up some more product lines like skirts, trousers, shirts both in formal as well casual. SustainU deals in recycled apparels particularly pull over and t shirts, thus it can extend its product line which would help to create an eco friendly environment. Evaluate SustainU's branding components The mission and goal of SustainU is to make a change in the way clot hes are made so to improve the environment, reinvigorate the manufacturing sector of America and educate the world that clothing can impact the lives in a positive way. Thus the tagline of SustainU suits its goal and mission which says ‘Change your clothes. Change the world’. The brand name ‘SustainU’ in the context of recycle would mean to sustain the environment and the color green in its logo depicts the company’s goal and mission. The logo is the alphabet S, maybe the initial of SustainU with green and black embedded on it. The black color may symbolize that the environment is getting polluted, and green a symbol of live with their recycled clothing. Thus the current branding strategy suits its mission and goal. The logo can be revised a bit which would help to create awareness about its recycled apparel, also the company can go for mascot, with the color green on it depicting to save the environment and its safe wearing SustainU apparel. This wa y the company would be able to generate awareness about its recycled apparel not only in America but to the world as such. Recommend a new product for SustainU and explain your reasoning behind this recommendation Recommendation SustainU can extend its product line by producing recycled shoes and bags. Shoes are required by all

International Business - Change Management Case Study

International Business - Change Management - Case Study Example It has won the following awards: the Northern Ireland Quality Award (twice); the Supreme Irish Quality Award; the parent company's overall quality award (four times); and the British Quality Award. With a turnover f around 258 million, it is among the top 10 companies in Northern Ireland, and is viewed as an exemplar by many local organizations. In addition, BTNI is one f the few companies in Ulster to have undertaken both TQM and large-scale BPR. The need for effective change management dates back to the mid-1980s when the parent company was privatized. Its former monopoly status and Civil Service ethos did little to equip the company to survive and prosper in a market-place which was changing at a rapid rate and becoming increasingly competitive. It quickly became apparent that a new culture, skills and value system were needed--the customer could no longer remain out f sight and out f mind'. Accordingly, this subsidiary, which with around 2600 employees is the smallest f the nine geographical zones' that together cover the whole f the UK, began its formal total quality journey in 1986. Senior management, with involvement from the corporate chief executive office, drew up the company's vision statement and quality policy, and its first cost f quality exercise was undertaken. This revealed that BTNI was overmanned, inefficient and expensive. Benchmarking exercises indicated that BT had approximately 10 times more staff than some f its major competitors. At this point the company could be described as being in crisis'. Its response to this crisis is interesting and informative. Response to crisis. Many writers believe that companies which regard themselves as being in crisis have no option but to re-engineer. It is also argued that the potential risks f BPR make it a last option for businesses, used only for company turnaround. Ryan (1994), for example, states that, in reality, crisis is the necessary trigger to push companies into such radical change. Talwar (1993) takes the opposite view, arguing that high-performing companies are more likely to undertake BPR. This is consistent with Bashein et al. (1994), who consider that re-engineering in a crisis may be inappropriate, as crisis can promote fear and even panic, neither f which is conducive to focused BPR. At BTNI, rather than immediately rushing into re-engineering, senior management developed a complex and long-term change strategy, key elements f which were BS 5750/ISO 9000 accreditation, total quality and, finally, process re-engineering. BTNI's improvement journey. Once the vision statement and quality policy were in place, a Quality Council was established to drive the company's improvement efforts. Figure 1, which maps the company's improvement journey, is revealing. As can be seen, early moves towards TQM in the mid-1980s proved less than successful, when compared with the rate f improvement achieved after BS 5750 accreditation. This was awarded for the company's maintenance operations in 1988/89 and for installation in 1991, followed by ISO 9001 accreditation for all parts f the company in 1993. BTNI's experience is consistent with

Marketing paper Research Example | Topics and Well Written Essays - 2500 words

Marketing - Research Paper Example 9 Important similarities 9 Do you think SustainU should offer its products direct to consumer (i.e. online, have their own branded retail stores) or partner with retailers to sell their products on their behalf...or both? Why? If you choose to partner with existing retailers, name a few examples you would recommend they partner with and why. 11 Recommend a key message (tagline, campaign slogan or potential marketing theme for a campaign) SustainU should consistently integrate. Would you use one of their existing messages such as "Change Your Clothes. Change Your World" or "Wear a Better Story" or something else (200) 12 Key message 12 Come up with and describe a PR "stunt" to attract awareness towards SustainU's business and messages. 13 Public Relation Stunt 13 Focusing on SustainU's website, recommend the sales promotions you would use and why (contest? sweepstakes? coupon code? etc.) 14 Recommend sales promotion 14 Qualities important for sales people. What makes SustainU's approa ch different than a stereotypical sales pitch? 15 16 Reference 17 . SustainU Product Depth and Breadth Recycled Apparels Alpha Wiki Vital Hybrid Zealot Uriel Zip The recycled apparel is the company’s product breadth and depth comprises of Alpha Wiki, vital, Hybrid, Zealot and Uriel Zip (SustainU, â€Å"Products†). The suggested product line for SustainU is Shoes and bags. Make suggestions for added product lines and/or product categories SustainU can add more on its product line and categories. The company deals with recycled apparel which proves to be beneficial for the environment, therefore the company can come up some more product lines like skirts, trousers, shirts both in formal as well casual. SustainU deals in recycled apparels particularly pull over and t shirts, thus it can extend its product line which would help to create an eco friendly environment. Evaluate SustainU's branding components The mission and goal of SustainU is to make a change in the way clot hes are made so to improve the environment, reinvigorate the manufacturing sector of America and educate the world that clothing can impact the lives in a positive way. Thus the tagline of SustainU suits its goal and mission which says ‘Change your clothes. Change the world’. The brand name ‘SustainU’ in the context of recycle would mean to sustain the environment and the color green in its logo depicts the company’s goal and mission. The logo is the alphabet S, maybe the initial of SustainU with green and black embedded on it. The black color may symbolize that the environment is getting polluted, and green a symbol of live with their recycled clothing. Thus the current branding strategy suits its mission and goal. The logo can be revised a bit which would help to create awareness about its recycled apparel, also the company can go for mascot, with the color green on it depicting to save the environment and its safe wearing SustainU apparel. This wa y the company would be able to generate awareness about its recycled apparel not only in America but to the world as such. Recommend a new product for SustainU and explain your reasoning behind this recommendation Recommendation SustainU can extend its product line by producing recycled shoes and bags. Shoes are required by all

Propolis To Be Selected For Winter Promotion Essay Example for Free

Propolis To Be Selected For Winter Promotion Essay Introduction In coming winter, there will be a special promotion event and a brand of propolis capsules will be selected to present. The aim of this report is to describe the basic information of propolis, show the popularity of propolis and evaluate the advantages and reputation of best seller on market. Firstly the method of research is described, followed by the findings. Then conclusions are drawn and recommendations are made. Methodology Research was conducted to find out the information about propolis. Firstly, table of information about basic information of propolis and research results of evaluation of Comvita Propolis Capsules were conducted by Mr. Tim Burch. Then, websites of two exhibition were visited to get information on Popularity of propolis as a health supplement product. Findings (a) Basic information of propolis According to the table of information, propolis is produced by bee and it is used to build the hives in nature. It is 100% natural substance. Regarding the function, propolis has special power in strengthen and accelerate regeneration of cell as to speed up wound healing. It helps to whiten skin and make skin fine. Besides, boosting immune system is another unique effect of propolis. It contains some anti-allergies like asthma and nasal allergy. Therefore, it helps fight inflammation caused by viruses, bacteria and fungi and lower the chance for other complication occur. (b) Popularity of propolis as a health supplement product Propolis has a board usage as a health supplement product. From the website of MedinePlus(http://www.nlm.nih.gov/medlineplus/druginfo/natural/390.html) shows the following findings. There sufficient evidence to rate effectiveness for Cold sores, Genital herpes and Mouth surgery. Propolis is very popular as it has many medicinal uses today and it presents over the world. From the website of JAFRA(http://www.jafra.gr.jp/eng/propolis1.html)  shows the findings that just in Japan, there are 300 companies are selling propolis health foods and the market is still increasing. Thus, it shows that propolis is very well-received now. (c) Evaluation of Comvita Propolis Capsules Based on research results from Mr. Tim Burch about the best seller on market, Comvita Propolis Capsules. It evaluates this brand of propolis has two major advantages. High purity and flavonoid has found in Comvita Propolis Capsules, it has competitive content of purity and flavonoid than other product. One of the unique features of the product is † additives free†. Comvita Propolis Capsules is a natural product with no artificial colourings lavourings or preservatives. Other than advantages, it has a reputation for honesty and efficiency. There is more than 1000 positive reviews by users on online shopping websites. And Comvita Propolis Capsules becomes the finalist of ‘Product of the Year’ by the Women’s Weekly Health Wellbeing magazine in Australia. It is perceived that Comvita Propolis Capsules is the best seller on market. Nevertheless, the products are not very stable during winter due to the peak consuming season. Pre-order is needed for porduct s supply.

Diglossia and the variation of the colloquial arabic

Diglossia and the variation of the colloquial arabic 1.0 Introduction: In many speech communities where speakers use two or more varieties of the same language in different situations, a phenomenon called diglossia exists. The purpose of this paper is to discuss diglossia in the Arab community, as this is one of the communities that have been classified by Ferguson (1959) to be examples of diglossic language situations. It was my original intention to focus specifically on the Libyan context. However, a paucity of information on the Libyan context has meant that the major focus of the assignment is on Arabic in general. However, in the final section of the paper, I do make brief reference to Libya. After defining diglossia, the characteristic features of diglossia as determined by Ferguson will be discussed too. I will then, provide a description of diglossia in Arabic, followed by the origins of Arabic diglossia. A description of classical/modern standard and colloquial Arabic will be also provided, together with their usage in different domains. Finally, I will put forward some arguments and studies on Arabic diglossia, which have been introduced by linguists, as well as Arabic dialects and how variation of Arabic dialects is sometimes considered to be problematic. 2.0 Diglossia defined The term diglossia was introduced from French ‘diglossie by Ferguson (1959), who is credited with first using this term in an article he wrote in 1959. According to him, diglossia refers to ‘one particular kind of standardization where two varieties of a language exist side by side throughout the community, with each having a definite role to play (Ferguson, 1959:232). In other words, when two languages or language varieties exist side by side in a community and each one is used for different purposes, diglossia exists. Usually, according to Richards et al (1992:108), one is a more standard variety called the high variety or (H- variety) which is used for example in educational institutions (lectures at universities), religious services (prayers, sermons in mosques and churches). The other one is called the low variety or (L- variety), which is used in family context, social interactions and shopping. In addition, Ferguson has identified four languages which he thinks fit into his definition of diglossia. Those languages are Greek, Arabic, Haitian Creole and Swiss German. In all four areas, there seems to be a similar functional distribution between two varieties of the same language, which are called in Fergusons terminology high variety (H) and low variety (L). 3.0 The characteristic features of Diglossia Ferguson (1959: 235) suggests that the different uses of H and L varieties can be described with reference to the following criteria: Specialized Functions One of the most important features of diglossia is the ‘specialization of function for High and Low forms'(Ferguson, 1959:235). In other words, each form has special domains to be used in. For example, the High form is used in religious sermons, letter writing, parliamentary speech, university lectures, news broadcasts, newspaper editorials and poetry, whereas the Low form is used in family conversation, folk literature, and soap opera. Slight overlapping between the two forms occurs, i.e. sometimes the two forms might be used in one domain by switching from H to L and vice versa. H and L are used for different purposes, and native speakers would find it odd if anyone used H in an L domain, or L in an H domain. Acquisition Low (L) is the mother tongue of the speaker in the concerned defining languages (Arabic, Greek Haitian Creole and Swiss German), which have been determined by Ferguson. All speakers learn it as a first language at home as they are more comfortable in the L form than the H. The H form is normally learnt by formal instruction in schools. Standardization In all the defining languages, H is highly standardised and may have a long tradition of grammatical study associated with it. In other words, grammars, dictionaries are a large literature which is associated with it. The L form may not be standardised. In Arabic, for example, the L form has no standard grammatical rules as it differs from one Arabic region to another region, and every Arabic community has its own local L form (dialect). Prestige H is always considered to be more highly valued than the L as a result of the fact that the H variety is used in literature, religious texts, public speaking etc. The L variety is less associated with the written word and is often considered to be a corrupt version of H. It may be found in popular advertising, folklore poetry or used in drama, e.g. to describe comic characters. For Arab Muslims, for example, H is considered to be the language of the Koran, and it is widely believed to ‘constitute the words of God and even to be outside the limits of space and time (Ferguson, 1959:238). Grammar, lexicon and phonology The syntactic system of H varieties are generally thought to be more complex than the L in terms of grammatical features such as, tense, gender and number. Complex sentence structures are thought not to be a feature of L in the languages determined by Ferguson. The lexicon of the two varieties, on the other hand, is largely shared but there is a difference on account of the specific domains in which each is used. H and L may share the same phonological system, but even at this level of grammar, the H variety is felt to have more complicated phonetic features. 4.0 Fishmans extension of diglossia In 1967, Fishman revised and expanded Fergusons original definition of diglossia. Fishman believed that diglossia must be distinguished from bilingualism (Fasold, 1984). He suggests that bilingualism refers to an individuals ability to use more than one language variety, whereas diglossia refers to the distribution of more than one language variety to serve different communication tasks in a society. However, Fishman states the view, which he attributes to J. Gumperz that ‘diglossia exists not only in multilingual societies which officially recognize several ‘languages but, also, in societies which are multilingual in the sense that they employ separate dialects, registers or functionally differentiated language varieties of whatever kind (Fishman, 1967:30). Fishman proposes that classic diglossia could be extended to situations where forms of two genetically unrelated languages occupy the H and L domains, such that one of the languages is used for education, law, literary and religion while another is the home language. Moreover, his extension depends on his focus on domain. In a community, for example, where speakers use two languages, they will obviously not use both in all circumstances. They use only one language in certain circumstances, and in others, they use the other one. Fishman cites Paraguay as an example for his claim where there are two languages which are known by almost everybody. In Paraguay, Spanish is used as the high formal language, whereas Guarani is used as the low informal language. Fishmans reference to Paraguay illustrates how far apart linguistically two languages may be and still be in a diaglossic relationship. From the above two conceptions of diglossia, we come to a conclusion that both scholars, Ferguson and Fishman agree that the H variety is used for formal purposes and the L variety is used for less formal, more personal uses. However, they disagree when Ferguson distinguishes diglossia from the relationship between standard and colloquial, whereas Fishman mentions the possibility that more than two language varieties can be reserved for specific functions in a society. In addition, Fergusons view is limited two language varieties, whereas Fishmans view is more than two language varieties can be reserved for specific functions in a society (Fasold, 1984). Having defined the term ‘diglossia and the way the concept has been extended by Fishman; I now turn to a discussion in the Arabic context. 5.0 Digloss ia in Arabic Arabic iÃ'• a mÐ µmbÐ µr of thÐ µ Ð…Ð µmitic languagÐ µ family, which itÃ'•Ð µlf iÃ'• part of thÐ µ widÐ µr AfroaÃ'•iatic phylum including AnciÐ µnt Еgyptian, Coptic, CuÃ'•hitic, BÐ µrbÐ µr, and Chadic. OthÐ µr principal mÐ µmbÐ µrÃ'• of thÐ µ Ð…Ð µmitic family arÐ µ thÐ µ ЕaÃ'•t Ð…Ð µmitic languagÐ µÃ'• of Akkadian and ЕblaitÐ µ (both now long dÐ µad), and thÐ µ WÐ µÃ'•t Ð…Ð µmitic lan ¬guagÐ µÃ'• Aramaic, Ugaritic, thÐ µ CanaanitÐ µ languagÐ µÃ'• (including HÐ µbrÐ µw), anciÐ µnt and modÐ µrn Ð…outh Arabian, and thÐ µ Ð…Ð µmitic languagÐ µÃ'• of Еthiopia (for Ð µxamplÐ µ, GÐ µÃ µz, TigrÐ µ, Tigrinya, and Amharic) (HÐ µtzron 1992: 412-13;2 FabÐ µr 1997: 6; cf. BÐ µÃ µÃ'•ton 1970: 11). 5.1 The Ã'•prÐ µad of Arabic The original homeland of Ã'•pÐ µakÐ µrÃ'• of Arabic is thÐ µ cÐ µntral and northern rÐ µgionÃ'• of thÐ µ Arabian PÐ µninÃ'•ula. ThÐ µ lowÐ µr half of thÐ µ Arabian PÐ µninÃ'•ula waÃ'• inhabitÐ µd by Ã'•pÐ µakÐ µrÃ'• of languagÐ µÃ'• known aÃ'• Еpigraphic Ð…outh Arabian (HÐ µtzron 1992: 412). ThÐ µ Ð µnd of thÐ µ Ã'•ixth cÐ µntury CЕ, howÐ µvÐ µr, Ã'•aw thÐ µ riÃ'•Ð µ of thÐ µ nÐ µw rÐ µligion of IÃ'•lam promotÐ µd by thÐ µ ProphÐ µt Muhammad within thÐ µ Arabian PÐ µninÃ'•ula in what iÃ'• now Ð…audi Arabia. ThÐ µ nÐ µw IÃ'•lamic Ã'•tatÐ µ Ã'•prÐ µad rapidly throughout thÐ µ PÐ µninÃ'•ula, and within 100 yÐ µarÃ'• had Ð µxtÐ µndÐ µd north into thÐ µ LÐ µvant, Ð µaÃ'•t into Iraq and KhuziÃ'•tan, and wÐ µÃ'•t into North Africa. OvÐ µr thÐ µ cÐ µnturiÐ µÃ'•, thÐ µ rÐ µligiouÃ'• frontiÐ µrÃ'• of IÃ'•lam Ã'•trÐ µtchÐ µd into Ð…pain, Africa, India, and IndonÐ µ Ã'•ia, and acroÃ'•Ã'• cÐ µntral AÃ'•ia into Tur ­kÐ µÃ'•tan and China (Gibb 1978: 10). ThÐ µ riÃ'•Ð µ and Ð µxpanÃ'•ion of IÃ'•lam waÃ'• not only a rÐ µligiouÃ'• and hÐ µncÐ µ cultural conquÐ µÃ'•t, but alÃ'•o a linguiÃ'•tic conquÐ µÃ'•t, and within a fÐ µw hundrÐ µd yÐ µarÃ'• Arabic bÐ µcamÐ µ both thÐ µ official and thÐ µ vÐ µrnacular languagÐ µ of all IÃ'•lamicizÐ µd countriÐ µÃ'• in thÐ µ MiddlÐ µ ЕaÃ'•t. IndÐ µÃ µd, duÐ µ to thÐ µ prÐ µvailing tolÐ µrancÐ µ on thÐ µ part of thÐ µ MuÃ'•limÃ'• to ChriÃ'•tianÃ'• and JÐ µwÃ'•, arabicization waÃ'• morÐ µ complÐ µtÐ µ a procÐ µÃ'•Ã'• and progrÐ µÃ'•Ã'•Ð µd at a grÐ µatÐ µr ratÐ µ than iÃ'•lamicization (VÐ µrÃ'•tÐ µÃ µgh 1997: 93). In thÐ µ courÃ'•Ð µ of thÐ µ Ã'•prÐ µad of IÃ'•lam, Arabic found itÃ'•Ð µlf in contact with a Ã'•Ð µriÐ µÃ'• of forÐ µign languagÐ µÃ'• which it haÃ'• tÐ µndÐ µd to Ã'•upplant. In Еgypt during thÐ µ Ð µarly cÐ µnturiÐ µÃ'• of IÃ'•lamic domination, thÐ µ Coptic patriarchÃ'• communicatÐ µd with thÐ µ Arab conquÐ µrÐ µrÃ'• through intÐ µrprÐ µtÐ µrÃ'•. By thÐ µ tÐ µnth cÐ µntury CЕ, thÐ µ Coptic biÃ'•hop Ð…Ð µvÐ µruÃ'• of ЕÃ'•hmunÐ µin complainÐ µd that moÃ'•t CoptÃ'• no longÐ µr undÐ µrÃ'•tood Ð µithÐ µr GrÐ µÃ µk or Coptic, only Arabic. In UppÐ µr Еgypt, Coptic waÃ'• limitÐ µd to a fÐ µw Ã'•mall pockÐ µtÃ'• in thÐ µ countryÃ'•idÐ µ and to thÐ µ clÐ µrgy in monaÃ'•tÐ µriÐ µÃ'• by thÐ µ fourtÐ µÃ µnth cÐ µn ­tury CЕ (VÐ µrÃ'•tÐ µÃ µgh 1997: 95). It iÃ'• gÐ µnÐ µrally bÐ µliÐ µvÐ µd that by thÐ µ Ã'•ixtÐ µÃ µnth cÐ µntury CЕ thÐ µ uÃ'•à  µ of Coptic waÃ'• rÐ µÃ'•trictÐ µd to liturgy in thÐ µ Coptic church (cf. LopriÐ µno 1995: 7). In North Africa, Arabic bÐ µcamÐ µ thÐ µ dominant languagÐ µ of thÐ µ citiÐ µÃ'•, but BÐ µrbÐ µr managÐ µd to rÐ µÃ'•iÃ'•t thÐ µ Ã'•prÐ µad of Arabic in thÐ µ rural intÐ µrior. In Morocco and AlgÐ µria, in particular, BÐ µrbÐ µr haÃ'• rÐ µtainÐ µd itÃ'• vitality alongÃ'•idÐ µ Arabic to thiÃ'• day. LikÐ µwiÃ'•Ð µ in limitÐ µd arÐ µaÃ'• in thÐ µ FÐ µrtilÐ µ CrÐ µÃ'•cÐ µnt, dialÐ µctÃ'• of Ð…yriac havÐ µ pÐ µrÃ'•iÃ'•tÐ µd and havÐ µ influÐ µncÐ µd nÐ µighbouring Arabic dialÐ µctÃ'•. 5.2 ThÐ µ Ð µmÐ µrgÐ µncÐ µ of a Ã'•tandard languagÐ µ and digloÃ'•Ã'•ia ThÐ µ litÐ µrary Arabic languagÐ µ bÐ µgan to attain a Ã'•tandard form through thÐ µ dÐ µvÐ µlop ­mÐ µnt of grammatical normÃ'• in thÐ µ Ð µighth cÐ µntury CЕ (FiÃ'•chÐ µr 1997: 188). ThiÃ'• Ã'•tandard languagÐ µ can bÐ µ tÐ µrmÐ µd Ð…tandard Arabic, thÐ µ tÐ µrmÃ'• ClaÃ'•Ã'•ical Arabic and ModÐ µm Ð…tandard Arabic bÐ µing uÃ'•Ð µd to dÐ µÃ'•cribÐ µ itÃ'• mÐ µdiÐ µval and modÐ µm variantÃ'•, rÐ µÃ'•pÐ µctivÐ µly. ClaÃ'•Ã'•ical Arabic waÃ'• baÃ'•Ð µd primarily on thÐ µ languagÐ µ of thÐ µ wÐ µÃ'•tÐ µrn Hij azi tribÐ µ of QurayÃ'•h, with Ã'•omÐ µ intÐ µrfÐ µrÐ µncÐ µ from prÐ µ- IÃ'•lamic poÐ µtic koinÐ µ and Ð µaÃ'•tÐ µrn dialÐ µctÃ'•. ThÐ µ languagÐ µ waÃ'• codifiÐ µd in thÐ µ Qur an, thÐ µ holy book of IÃ'•lam. Although thÐ µ lÐ µxiÃ'• and Ã'•tyliÃ'•ticÃ'• of ModÐ µm Ð…tandard Arabic arÐ µ rathÐ µr diffÐ µrÐ µnt from thoÃ'•Ð µ of ClaÃ'•Ã'•ical A rabic, thÐ µ morphology and Ã'•yntax havÐ µ rÐ µmainÐ µd baÃ'•i ­cally unchangÐ µd ovÐ µr thÐ µ cÐ µnturiÐ µÃ'• (FiÃ'•chÐ µr 1997: 188). ThÐ µ vÐ µrnacular Arabic dialÐ µctÃ'•, by contraÃ'•t, havÐ µ dÐ µvÐ µlopÐ µd markÐ µdly during thiÃ'• pÐ µriod. LikÐ µ a numbÐ µr of othÐ µr languagÐ µÃ'•, thÐ µrÐ µforÐ µ, Arabic camÐ µ to havÐ µ onÐ µ Ã'•tandard variÐ µty and a largÐ µ numbÐ µr of rÐ µgional and Ã'•ocial dialÐ µctÃ'•. UnlikÐ µ many Ã'•uch languagÐ µÃ'•, howÐ µvÐ µr, no onÐ µ in thÐ µ Arab world iÃ'• brought up Ã'•pÐ µaking Standard Arabic as their mother tongue: an Arab childÃ'• mothÐ µr tonguÐ µ will bÐ µ thÐ µ rÐ µgional or social variety of Arabic of itÃ'• homÐ µ rÐ µgion, whilÐ µ Ð…tandard Arabic, if it iÃ'• maÃ'•tÐ µrÐ µd at all, iÃ'• lÐ µarnt formally at Ã'•chool or at homÐ µ aÃ'• part of thÐ µ childÃ'• Ð µducation. Ð…tandard Arabic iÃ'• confinÐ µd to formal writ tÐ µn and Ã'•pokÐ µn occaÃ'•ionÃ'•, and thÐ µ rÐ µgional/Ã'•ocial variÐ µty of Arabic iÃ'• uÃ'•Ð µd at all othÐ µr timÐ µÃ'•. Ð…tandard Arabic now diffÐ µrÃ'• conÃ'•idÐ µrably from rÐ µgional and Ã'•ocial colloquial variÐ µtiÐ µÃ'• of Arabic in tÐ µrmÃ'• of itÃ'• phonology, morph ­ology, Ã'•yntax, and lÐ µxicon. According to LipinÃ'•ki (1997: 75), Ã'•uch digloÃ'•Ã'•ia in Arabic bÐ µgan to Ð µmÐ µrgÐ µ at thÐ µ latÐ µÃ'•t in thÐ µ Ã'•ixth cÐ µntury CЕ whÐ µn oral poÐ µtÃ'• rÐ µcitÐ µd thÐ µir poÐ µtry in a proto-ClaÃ'•Ã'•ical Arabic baÃ'•Ð µd on archaic dialÐ µctÃ'• which diffÐ µrÐ µd grÐ µatly from thÐ µir own (cf. alÃ'•o VollÐ µrÃ'• 1906; WÐ µhr 1952; DiÐ µm 1973, citÐ µd in FiÃ'•chÐ µr 1997: 188). DialÐ µctÃ'• of Arabic form a roughly continuouÃ'• Ã'•pÐ µctrum of variation, with thÐ µ dialÐ µctÃ'• Ã'•pokÐ µn in thÐ µ Ð µaÃ'•tÐ µrn and wÐ µÃ'•tÐ µrn Ð µxtrÐ µmÐ µÃ'• of thÐ µ Arab-Ã'•pÐ µaking world bÐ µing mutually unintÐ µlligiblÐ µ. On thÐ µ baÃ'•iÃ'• of cÐ µrtain linguiÃ'•tic fÐ µaturÐ µÃ'•, Arabic dialÐ µctÃ'• can bÐ µ dividÐ µd into two major gÐ µographical groupÃ'•: thÐ µ firÃ'•t compriÃ'•Ð µÃ'• dialÐ µctÃ'• Ã'•pokÐ µn Ð µaÃ'•t of a linÐ µ running from Ð…alum in thÐ µ north to roughly thÐ µ Ð…udan-Chad bordÐ µr in thÐ µ Ã'•outh; thÐ µ Ã'•Ð µcond compriÃ'•Ð µÃ'• thÐ µ Maghribi dialÐ µctÃ'• Ã'•po ­kÐ µn to thÐ µ wÐ µÃ'•t of thiÃ'• linÐ µ. ThÐ µ main phonological fÐ µaturÐ µÃ'• which diÃ'•tinguiÃ'•h thÐ µ wÐ µÃ'•tÐ µrn dialÐ µct group from thÐ µ Ð µaÃ'•tÐ µrn includÐ µ thÐ µ typical rÐ µduction of thÐ µ triangu ­lar Ã'•yÃ'•tÐ µm of Ã' •hort vowÐ µlÃ'•, a, i, u, which iÃ'• found in Ð µaÃ'•tÐ µrn dialÐ µctÃ'•, to a two-vowÐ µl Ã'•yÃ'•tÐ µm (FiÃ'•chÐ µr and JaÃ'•trow 1980: 33); and a contraÃ'•t bÐ µtwÐ µÃ µn an iambic word ­Ã'•trÐ µÃ'•Ã'• Ã'•yÃ'•tÐ µm in thÐ µ wÐ µÃ'•tÐ µrn group and a trochaic word-Ã'•trÐ µÃ'•Ã'• Ã'•yÃ'•tÐ µm in thÐ µ Ð µaÃ'•tÐ µrn group. ThuÃ'•, a word Ã'•uch aÃ'• katab hÐ µ wrotÐ µ will bÐ µ typically Ã'•trÐ µÃ'•Ã'•Ð µd aÃ'• katab in wÐ µÃ'•tÐ µrn dialÐ µctÃ'•, but aÃ'• katab in Ð µaÃ'•tÐ µrn dialÐ µctÃ'•. In wÐ µÃ'•tÐ µrn dialÐ µctÃ'•, thÐ µ com ­bination of an iambic Ã'•trÐ µÃ'•Ã'• Ã'•yÃ'•tÐ µm togÐ µthÐ µr with a tÐ µndÐ µncy to dÐ µlÐ µtÐ µ unÃ'•trÐ µÃ'•Ã'•Ð µd vowÐ µlÃ'• lÐ µadÃ'• to word-initial conÃ'•onant cluÃ'•tÐ µrÃ'• which arÐ µ not typically attÐ µÃ'•tÐ µd in Ð µaÃ'•tÐ µrn dialÐ µctÃ'•: in thÐ µ Moroccan Arabic dialÐ µct o f Lmnabha, Ã'•min fat (ЕlmÐ µd ­laoui 1995: 139) iÃ'• thÐ µ cognatÐ µ ofCairÐ µnÐ µ Ã'•imin; and thÐ µ word for outÃ'•idÐ µ iÃ'• rÐ µal ­izÐ µd aÃ'• brra in Lmnabha (ЕlmÐ µdlaoui 1995: 157), but aÃ'• barra in CairÐ µnÐ µ. DialÐ µctÃ'• of a languagÐ µ which haÃ'• Ã'•pÐ µakÐ µrÃ'• aÃ'• Ð µthnically and Ã'•ocially divÐ µrÃ'•Ð µ aÃ'• Arabic, howÐ µvÐ µr, cannot bÐ µ dividÐ µd in purÐ µly gÐ µographic tÐ µrmÃ'•. DialÐ µctÃ'• arÐ µ alÃ'•o commonly diÃ'•tinguiÃ'•hÐ µd along a bÐ µdouin-urban axiÃ'•: bÐ µdouin dialÐ µctÃ'• tÐ µnd to bÐ µ morÐ µ conÃ'•Ð µrvativÐ µ and homogÐ µnouÃ'•, whilÐ µ urban dialÐ µctÃ'• Ã'•how morÐ µ Ð µvolu ­tivÐ µ tÐ µndÐ µnciÐ µÃ'• and uÃ'•ually Ð µxhibit fairly clÐ µar intra-dialÐ µctal variation baÃ'•Ð µd on agÐ µ, gÐ µndÐ µr, Ã'•ocial claÃ'•Ã'•, and rÐ µligion. Typical BÐ µdouin fÐ µaturÐ µÃ'• includÐ µ thÐ µ voicÐ µd rÐ µflÐ µx of ClaÃ'•Ã'•ical Arabic qd], prÐ µÃ'•Ð µrvation of thÐ µ ClaÃ'•Ã'•ical Arabic intÐ µrdÐ µntalÃ'•, and a gÐ µndÐ µr diÃ'•tinction in thÐ µ Ã'•Ð µcond and third pÐ µrÃ'•onÃ'• plural of thÐ µ vÐ µrb, pro ­nounÃ'•, and pr onoun Ã'•uffixÐ µÃ'• (VÐ µrÃ'•tÐ µÃ µgh 1997: 144). DiÃ'•tinctionÃ'• bÐ µtwÐ µÃ µn bÐ µdouin and urban dialÐ µctÃ'• appÐ µar to bÐ µ lÐ µÃ'•Ã'• markÐ µd in thÐ µ ЕaÃ'•t, howÐ µvÐ µr, particularly in thÐ µ PÐ µninÃ'•ula, than thÐ µy arÐ µ in North Africa (FiÃ'•chÐ µr and JaÃ'•trow 1980: 24). Diglossia is a term which is usually applied to the sociolinguistic situation in much of the Arabic speaking world. In those countries, there are two forms of the same language (Arabic), the high and low variety. The high form is called fusha classical or modern standard Arabic which is normally used in formal situations, such as writing, political speeches and university lectures. The low form which is referred to dialects of Arab communities is used in informal situations, such as conversations, shopping and social rituals. The Arabic language represents a continuum. At one end of this continuum is the modern standard Arabic, and at the other lies the low form which represents the various dialects of the Arab communities. These two ends, in fact are only ideal types, i.e. pure standard or pure colloquial, in fact do not exist. In other words, even in the most pure standard text, we may find some colloquial terms and vice versa (Hary, 1996:72). A persons place on this continuum would be somewhere between the two forms. In other words, where a given persons speech sits on this continuum depends on a lot of factors including speaker, conversation topic and setting. For example, how well the two speakers know each other and the formality of the speech as when giving university lectures and sermons. Furthermore, in Arabic communities, classical Arabic fusha is deemed as the language of the Koran and is still the current written form of the language. At the beginning of the Islamic period, only two sources of literary Arabic were available; the Koran and the pre-Islamic poems al-shear al-jaheli. The Koran described itself arabiyyan ‘Arabic when it was revealed. This seems clear from the following verse of the Koran Q 43/2-3 which says; ( wa-l-kitabi: l-mubini: inna ga alnahu quraanan arabiyyan la allakum ta qiluna) ‘By the clear book: we have made it an Arabic recitation in order that you may understand. According to Versteegh ( 2001:53), the Koran and the pre-Islamic poems play a crucial role in the ‘standardization and development of the Arabic language. Colloquial Arabic ammyya or darja as it is called in North Africa, on the other hand, exists as the vernacular varieties of the major Arabic speaking communities. It is very often used, especially in daily spoken form. In some of the Arab contexts, for example, if somebody uses standard Arabic in the street, he might be laughed at since using MSA in such domains seems odd. Cown (1968) believes that ‘Arabs are native speakers of NSA [non-standard Arabic] and not MSA [modern standard Arabic] (Mahmoud, 2000:129). In other words, modern standard Arabic has no native speakers. Moreover, colloquial Arabic is subject to regional variation, not only between different countries, but also within regions in the same country as we shall see in the Libyan context in the same country. 5.2 Origins of Arabic Diglossia A number of theories have been introduced by researchers and scholars to interpret the origins of the Arabic diglossia. These theories might be classified into the following three groups; theories which assume the existence of a Koine, those which recommend an explanation of language drift and those which use the hypothesis of Creolization/Pidginization. 5.2.1 Koine The Koine hypothesis is the prevalent theory in terms of the origins of the Arabic diglossia. Koine is a term ‘derived from Greek denoting a lingua franca that develops out of a mixture of languages or dialects (Bishop, 1998:4). In an article entitled The Arabic Koinz, Ferguson assumed that thecommon source of all the Arabic dialects existing outside the Arabian Peninsula was as a result of a variety spoken in the military camps during the middle of the seventh century at the time of the Islamic expansion, and this variety was different from the language of the Koran. In other words, these dialects are not corrupt form, however, they have had a separate existence from the classical language since they have existed outside the Arabic peninsula (Freeman, 1996: 1-2). Ferguson assumes that the majority of the Arabic modern dialects are derived from a koine which existed side by side with the standard/classical Arabic and was not based on any particular regional area. He built his argument on fourteen features, which he thought differ from standard and colloquial Arabic. According to Ferguson, then, diglossia started as a result of the Koine and considered to be the basis of Modern colloquial Arabic (Bishop,1998:4). 5.2.2 Language drift This theory attributes the difference between modern standard Arabic and colloquial Arabic to language drift, natural Semitic change tendencies (as Arabic is one of the Semitic languages) and basic effects among others. Those who recommend these theories feel that the Koine hypothesis is unnecessary and unjustified by the evidence available. However, both sides, those who advocate these theories and the Koine theory agree that language changes likely occur in towns rather than in the dialects of the Bedouin tribes who live in the Arabian deserts because the Bedouin dialects remained unchanged for several centuries after the arrival of Islam. Secondly, they agree that there was no language center in the Arab world which caused the changes seen as a result of its influence. Finally, both sides agree that the Islamic conquests were behind precipitating the rise of the colloquial Arabic dialects. Blau (1988, cited in Bishop, 1998:5), on the other hand, claims that Fergusons argument in terms of the Koine is unconvincing. He argues that the reverse of his argument was correct, i.e. the Koine itself was resulted from the changes of the Arabic dialects, and not as Ferguson said that the Koine was the origin of the modern Arabic dialects (Kaye, 1998:5). 5.2.3 Pidginization/Creolization Before discussing this theory, I would like to give a brief definition of Pidginization and Creolization. According to Richards et al (1992:277), Pidgin means a ‘language which develops as a contact language when groups of people who speak different languages try to communicate with one another on a regular basis. In other words, when speakers of one language, for example, engage in trade with speakers of another, and neither knows the others language, the language used between them is called Pidgin. Creole on the other hand, arises when a pidgin language becomes the native language of a new generation of children as a result of this contact. Versteegh (1984, cited in Bishop, 1998:5) argues that the two theories mentioned above regarding the development of Arabic diglossia are either a focus on an explanation of the similarities or the differences of the dialects without treating the other side. In his estimation, Versteegh argues that an affective theory should deal with both sides of the Arabic dialects. By this hypothesis, Versteegh dealt with both the similarities and the differences between the modern dialects of Arabic. To prove his hypothesis, he gave an example of mixed marriages between Muslim Arab men and non-Arab women of the conquered peoples during the Islamic conquest. This marriage, he said would likely have led to communication using a pidginized form of Arabic and the children who would be delivered as a result of this marriage would have probably spoken a creolised Arabic. 6.0 Classical/modern standard Arabic and colloquial Arabic Before starting to explain different uses of modern standard and colloquial Arabic, I would like to illustrate the difference between classical and modern standard Arabic. Classical Arabic is considered to be the formal version that was used in the Al-Hijaz region (currently Saudi Arabia) 1500 years ago. The Koran was revealed in classical Arabic, which is the main reason why the Arabic language has preserved its purity throughout centuries and is considered an important part of the Arabic culture. Modern standard Arabic (MSA), on the other hand, is an equivalent to the classical Arabic and nowadays it is used as the official language of the Arab states. Ferguson defined MSA as ‘the Arabs ATTEMPT to speak classical Arabic (Kaye, 1972:46; emphasis in the original). The main difference between modern standard Arabic and classical Arabic lies in the vocabulary, i.e. MSA reflects the needs of contemporary expression, whereas Classical Arabic reflects the needs of older styles. A lot of lexical terms of classical standard Arabic, for instance, have become obsolete these days, and they are substituted by new modern words. For example, in classical standard Arabic kittab was used for the word ‘letter,but in modern Arabic, ressala is used instead and rassol ‘messenger instead of mabooth. However, Modern Standard Arabic is grammatically simpler than classical and includes numerous words unknown to the Quran, such as hasib aali ‘computer and shabaket almalomaat â €˜internet. The two varieties, standard and colloquial Arabic divide among themselves the domains of speaking and writing, formal and informal and sometimes both varieties are used side by side in only one domain. The following discussion will attempt to show where these two varieties can be found in the Arabic community. On Arabic television and radio, the news is always presented in modern standard Arabic. This might be because it is watched and listened to by different native speakers of different Arab regions. On some programmes, for instance, the speakers usually start from a written text in standard Arabic, but in reading it they sometimes let themselves be influenced by the target group. In other words, programmes which are presented for special categories of community, for instance housewives, farmers and fishermen, the structure of the standard Arabic text remains unchanged, but at regular pauses colloquial markers and words are inserted. Particles and words such as bita ‘of illi ‘that is are introduced to give a signal to the audience the intention of the speaker, which is according to Versteegs (2001:195) to ‘create an atmosphere of intimacy and warmth. In other words, speakers tend to use some colloquial particles or words to simplify the discussion and to be more close t o the group concerned. Some of the Arab leaders, for example, use colloquial Arabic when they speak to their peoples, to communicate better with them, as they all understand their colloquial Arabic, whereas they use standard Arabic when they make speeches in other Arab countries since the colloquial Arabic in those countries are different from theirs. All books and newspapers in Arabic states are written in standard Arabic, apart from those little cases where colloquial Arabic is rather used, for instance cartoons in newspapers or dialogues of illiterate characters in some novels are sometimes written in colloquial language. Although most literary works are written in standard, they regulary contain colloquialisms. This is also true in movie scripts such as dialogues and theatre plays, even when they are written in standard, they are often staged in dialect. This is perhaps because written works are only read and seen by literate people, who have studied standard Arabic at school (Versteegs, 2001). Plays, songs, folk poetry and popular proverbs are usually performed and written in colloquial Arabic. Some expressions in Arabic, however, although classical, are used both in classical and colloquial domains. For example: tusbihuuna alaa khayr (I hope you wake up in the morning [only used at night] and everything is fine). baaraka allaahu fiika (may Allah [God] bless you): used formally and informally instead of thank you or thank you so much. The titles tabib and tabiibah refer to medical doctors, but native Arabic speakers rarely use these standard forms in their colloquial speech. Instead, they prefer to use the terms alduktor (referring to an M.D or a PhD) or alhakim, which is equivalent to alduktor (referring only to an M.D.) because they sound more prestigious, especially the former form. Lessons and lectures in schools and universities, on the other hand, are mostly introduced in standard Arabic within Arab states. In other words, introducing lessons and lectures in standard Arabic seems to be compulsory in most of the Arab countries. Tutorial discussions, on the other hand, are introduced in both colloquial and standard Arabic. Colloquial Arabic is the language of family and home and is widely used in Arabic communities because it is the mother tongue of all Arab native speakers. When the child starts learning language from his/her parents, almost all lexical and phonological terms are colloquial Arabic. 7.0 Recent studies on diglossia in Arabic contexts When Ferguson introduced his paper on diglossia in 1959, he concluded with ‘an appeal for further study of [diglossic] phenomenon and related ones (Ferguson, 1959:249). Consequently, linguists and scholars have made various efforts and studies on this phenomenon. In the following, I will examine some of those arguments and how they contrast with Fergusons original study. 7.1 Badawis study of Diglossia In an attempt to show how the linguistic system of modern standard Arabic works, the Egyptian linguist, Badawi (1973) has presented his study on the sociolinguistic situation in Egypt (applies on most of the Arabic contexts), in which he rejects Fergusons description of diglossia which says that H and L varieties are in complementary distribution in the Arab world and other communities (Versteegh, 2001). In contrast with Fergusons model and in attempt to subdivide the continuum between the two extremes of standard Arabic and colloquial, Badawi has determined the following five levels model as follows: 1. fusha at-turrat ‘classical Arabic only used in Quranic recitation 2. fusha al-asr ‘Modern standard Arabic the standard form of the language used in writing and sometimes on formal occasions in speaking 3. ammiyyat al-mutaqqafin ‘colloquial of the intellectuals the formal spoken language of educated people 4. ammiyyat al-mutanawwirin ‘colloquial of the literate the informal spoken language of educated people 5. ammiyyat al-ummiyyin ‘colloquial of the illiterate the language in which the illiterate talk (Versteegh, 2001:191) It is noticed from the above that every level represents a different class of people in different domains. For example, the consonant /ÃŽËœ/as in thalatha ‘three is considered classical Arabic, /t/ as in talata ‘three is considered colloquial, whereas /s/ as in salasa (this level is not used in all Arabic contexts) is used between the two extremes (Hary, 1996:7). To show how the linguistic system of modern Arabic works, Badawi offered a diagram (in the appendix) in which it seems clear that every level is a mixture of all the other levels, i.e. every level contains fush a ‘classical, ammiyya or darja ‘colloquial and dakhiil ‘foreign elements. In other words, even the speech of the illiterate contains elements of the high variety (fusha) or modern standard Arabic ( fusha al- asr), and standard Arabic, on the other hand, contains lexis, phonology and morphology of the colloquial of the illiterate (Freeman, 1996:4). In his study, Badawi proved that there is a continuum between standard and colloquial Arabic, and claimed that there is no duality in the Arab world, but continued levels of language. Then, he looked at the colloquial Arabic not as corrupt or different and independent from the standard Arabic, but as one of these levels suggested in his new model of Arabic language. However, although I agree with Badawis new model of the Arabic language, I think a point has not been taken into his account while studying this phenomenon, i.e. the colloquial level of illiterate (those who do not know standard Arabic at all) has recently been developed as a result of the development of radio and t