Format for a Business Report Essay Example for Free

Format for a Business Report Essay There are few standard rules for writing business reports that dictate what information should come in which section of the report. This format is followed in most of the business report examples, that one may refer to. The most widely used format consists of the following standard sections: Title Section: In a short report, this could be the first page bearing the title of the report, author name and date. The reason of making such a report could also be included in this section, so that the reader can establish an instant connection with the information in subsequent sections. In case of long reports, include the Table of Contents, Terms of References and so on. Summary: As the name suggests, this is the summary of the whole report. Then why include it in the beginning of the report itself? It is because this is the section that most of the senior personnel, who do not have enough time to go through the whole report, will read through. Hence, give a very clear and precise information about the problem/aspect of business that the report is analyzing. Also, include the main points, conclusions, recommendations and important results. Although, this section contains a lot of information, ensure that it is a small one. Treat the summary as a separate report and use bullets and numbered lists to highlight important points. Methodology: List the methodologies used in your research, like if you interviewed focus groups or consulted research firms. Also, give the reason why you resorted to using a particular methodology. Introduction: This is the first part of a proper report. Use this section to provide the background of the report. Highlight the reasons why the report is important for the readers. Include information about what is covered in the main body and the order in which the details are covered in the report. In case, the Terms of Reference has not been mentioned in the Title Section, Introduction is the section to include it. Main Body: This is the heart of the report. Arrange all the information in order of priority, so that this section follows a logical sequence. Divide this section further into subsections. Lend greater order to the Main Body using sub-titles within each subsection. A paragraph about the relevance of the findings of the report can also be included in this section. Data Tabulation: Another important factor when writing format of business report is data tabulation. Presenting your data in lists or tables can help in readily understanding the report. Also, data tabulation or listing, makes the report look professional and neat. So, accompany necessary lists or tables in your report whenever required. Make sure you use neutral colors to make tables and keep the list and tables looking neat and crisp. Conclusion: Present logical conclusions for the topic investigated in the report. One can also suggest an option for the way forward. In case, discussion has not been included in the Main Body, include it in the conclusion. Otherwise keep this section small. Recommendations: Since you have worked on the report, no one would have a better understanding of the topic than you. There may be a few solutions or actions that you think would be effective in dealing with the problem, investigated in the report. Include those solutions in this section. List them in bullets and numbered lists for easier comprehension. Appendix: Although very few people read the Appendix, the information in this section gives support to the arguments used in the report. It is the Appendix where the author includes all the sources and research information, in detail. Although it is not about creative writing, good writing skills are important in business information reports, as one needs to give comprehensive information using precise words. It is advisable to keep the language simple and lucid in a business report, specially in the Summary and the Recommendations, as these are the sections most commonly read by senior level managers. However, some technical jargon can be used in the Main Body, as this is the section that is mostly read by experts. In the world of business, time is money. Following a standard business report format is what senior level managers and busy businessmen look for, as it reflects what they value the most, that is effective utilization of time. You can find many such examples online and use them as a reference for designing a suitable report format.

Individual Learner Differences In Second Language Acquisition English Language Essay

Individual Learner Differences In Second Language Acquisition English Language Essay Introduction Language is defined by scholarly linguists as a part of growing up (Cook 2001, p. 46). It is an element of culture regarded as providing motivation to individuals in its own right. It has also been identified as necessary for effective communication and integration into a particular environment. I noted that second languages are different from the primary languages. Second language learning involves some form off acquisition. This is a process by which an individual can effectively learn a second language also known as an additional language. Cook (2001, pp. 41 48) argued that learning second languages requires some form of motivation (2001, p.43). Motivation in this context involves encouraging the individual to overcome all challenges in pursuit of learning another language. Mostly, individuals undergo the hustles of learning a second language for them to conform to the immediate environment. In this paper, I explore Individual learner differences in Second Language acquisition (SLA). I apply Gardners socio-educational model in discussing second language acquisition. The paper also details the significance of motivation and its impact on learning second languages. It applies motivation as the learners orientation regarding learning a second language. The paper divides motivation into two basic types including integrative and instrumental. It relates integrative motivation as being dependent on the positive attitudes of the learner. On the other hand, it relates instrumental motivation as being influenced by a reward in learning second languages. Both forms of motivation in this paper are analyzed and researched to establish the impact of motivation on second language acquisition. The essay will be structured into subsections with a flow expounding on the relevance of motivation as one element that explains individual learner difference in second language acquisition. The first part explains a general overview of individual learner differences. The second part integrates the models of motivation including the works conducted by Gardner and clement in analysing motivations impact on SLA. The last subsection is an overview of the Chilean cultural setting and its impact of motivation for second language learners. This is followed by some suggestions and recommendations of how motivations can be cultivated within such a cultural setting. Individual learner differences in SLA There are diverse learner differences in learning a second language. For one, in learning a second language, there must be the involvement of a second or even a third party. The second party assists in disseminating the knowledge to the individual who wants to learn the language. However, The process of second language acquisition is dependent on what the learner does and very little on what teachers does (Schmitt 2002, p.50). The goals of the individual also bring out the individual learner differences. In learning a second language, some individuals go for communicative competence. This might include basic communication skills, which is the main goal of the individual. I am of the view that the goal of an individual learner is critical because it determines what level the individual has the will to go in learning a second language. My analysis of current debates on SLA reveals that they have embarked on individual differences. Doman (2006) contributed vast literature on this topic asserting that not a single individual is similar to the other physically, psychologically or mentally. Therefore, these differences reveal the reason why individuals learn second languages differently. He supports Piagets theory of cognitive development, which asserts that the human mind is different from the other even in the process of learning. Therefore, I argue that problems, frustrations and challenges as being part of SLA affect the individuals differently. The individuals differ in the way they handle such issues, which ultimately determines how they learn a second language. Generally, Individual learner differences are evident in SLA, explanations have been provided by major scholars in this context. However, the ideal way to explain these differences is through developing an understanding of some of the models espoused by scholars on motivation and SLA. Conversely, second languages are difficult to learn, which has been a huge challenge for many individuals. Motivation is therefore defined as critical in the entire process. Motivation is defined by major scholars including Hedge (2000, pp. 17 28), Ellis (2005, pp. 305-352), McDonough (2007, pp. 369-371) and Celce-Murcia (2002, pp. 119-134) as the psychological quality essential for fostering individual goal achievement. Therefore, I can argue that in second language acquisitions, language proficiency is the main goal. The individuals desire to master a language is the main goal, which motivates him or her to work towards its achievement. Scholars have supported this argument by asserting that coaches can motivate learners and vice versa in the process of learning. With such assertion, there is a clear view that motivation varies between individuals. An individual is therefore unique in his own way depending on his or her stipulated goal of learning the second language. Motivation is also a transitive concept. In this context, the coach motivates the learners and their reception also motivates the coach to teach the language. Gottlieb (2006, pp. 56) asserted that the long-drawn out process of learning a second language is the reason why individual differences exist in SLA. In his article on Teaching and Researching Motivation, Dornyei (2001, pp. 28 30) argued that people have diverse cognitive behaviours. In this case, individuals respond differently to diverse environments. Therefore, it is arguable that individuals always differ in their reception to language learning situations. The book by Lightbown Spada (1993, p.135) also supported this notion asserting that individuals have diverse preferences. The environment in itself is a great determinant of the diverse response by individuals, and this has a great impact in language learning. Conversely, I argue that both intrinsic and extrinsic motivation determines the level of individual learning. Intrinsic and extrinsic motivations subject the individual to a particular level of acceptance in second language acquisition. In the same light, individuals handle intrinsic and extrinsic pressures differently, which makes them different in the way they learn a second language. Ellis (2005, pp. 305-352) supported these arguments by writing an article on individual differences in second language learning. He was of the view that an individual is subjective to internal and external pressures even in the process of learning a language. Earlier, Skehan (1991, pp. 12 19) had written a book on Individual differences in second-language learning. He was of the same view. It is therefore notable that the way the individual handles these pressures is what determines the level of success in second language learning. Models of Second Language Acquisition For decades, studies of motivation as a factor of SLA have covered issues related to reasons for learning. Empirical evidence from major case studies reveals that most of the people strive to acquire a second language in order to integrate with the speech an identified community. Research over the last thirty years has ignored the role of motivation in SLA (Mitchell and Myles 2004, p.71 85). However, other scholars have concentrated on motivation as a determinant factor in SLA. I therefore note that motivation is viewed as being affected by various issues in the process of SLA. Some of these issues include demands of self-instruction, overwhelming requirements, and challenges of coping with the new materials and personal progress assessment, inadequacy of feedback, among other frustrations. In this context, the individual is either motivated or de-motivated into learning a second language. Mitchell and Myles (2004, pp. 71 85) identified Gardners model of SLA as covering major issues in the area of motivation. Gardners works were influenced by Mowrer (1950) who had earlier discussed more on first language acquisition. My argument draws that the success of learning a language is attributed to the desire to learn it. A child struggles to learn a language to gain identity within the family. The objective is similar to Gardners argument who asserted that acceptance into the wider language community fosters the need to learn a new language. Using this argument Gardners model aimed at investigating second language acquisition and how motivates influences the same. Before examining motivation as an element that has an impact on second language learning, Gardner acknowledged that it is a single variable that is subject to other factors. My point is that motivation alone does not affect the SLA process. The socio-educational model as espoused by Gardner identified several facto rs that also influence language learning. Gardners model identified a structured classroom setting as the main setting for learning a second language. He prefers the foreign language classroom as compared to a natural setting arguing that the earlier is dependent more on motivation. Second Language acquisition is therefore pertinent to many issues and factors. Like Gardner argues, his model interrelate second language acquisition with at least four features including individual learner differences, social and cultural milieu, the setting in which learning process is facilitated and the linguistic outcomes (Gardner 1982). The social or cultural milieu is the immediate environment where the learner is situated. Cook (2001, pp. 41 48) was of the view that, the learners environment subjects him or her to beliefs about a particular language or culture. I also analyze that beliefs impact the way and individual perceives the language and his or her willingness to learn a new language. Gardner gave an example of Britain as a monocultural setting. In this context, the British have a notion that they are the superior culture. Therefore, they do not acknowledge learning another language as critical. Rather, they have a notion that other minority cultures should learn thei r language and assimilate into the system. This culture instils these believes in the context of becoming the dominant language of the country. Larsen-Freeman (2001, pp. 12-24) noted that there are many cultures across the globe, which regards themselves as mighty cultures. In this context, they tend to influence other cultures other than assimilating into them. Therefore, individuals within the majority culture are lowly motivated to learn new languages. Patsy and Nina (2006, pp. 86 102) regarded these cultures as monocultural communities. However, Gardners social and cultural milieu applies differently in other countries. I have come to note that in some countries such as Canada and Australia, bilingualism and biculturalism is encouraged among the people. The society is therefore motivated into acquiring new languages. On the other hand, Gottlieb (2006, pp. 52 76) supported this notion noting that the social settings develop certain attitudes towards learning another language. I assume that these attitudes are the basis of an individuals motivation towards learning another language. The second phase of the model discusses individual differences including intelligence, motivation variable, language aptitude, and situational anxiety (Giles and Coupland 1991). These variables differ from one setting to the other and are closely interrelated. Mitchell and Myles (2004, pp. 71 85) argued that it is critical for second language teachers to set the learning places appropriately for effective learning to take place. Two contexts are identified in discussion the setting. They include formal instruction and unstructured language acquisition. The identified variables have diverse impacts depending on the context. For instance, intelligence and aptitude influence the formal setting within a classroom. On the other hand anxiety and motivation are variables which have an impact on both the formal and informal setting. Gardners model explains the final phase of SLA as linguistic and non-linguistic outcomes. The linguistic outcomes are regarded as the actual language including the skills and knowledge acquired. Hurd, Beaven, and 2001, pp. 341-355) supported the definition by giving examples of linguistic outcomes as including test indices such as proficiency tests. On the other hand Dornyei (2001, pp. 28 30) defines non-linguistic outcomes as the attitudes, which an individual develops towards the language. This is subject to the values and beliefs of the individual. Therefore I can argue that integrating both the linguistic and non-linguistic outcomes develops success in SLA. It develops a form of motivation and an individual can develop a higher degree of L2 proficiency. Gardners model asserted that motivation is composed of three elements. The identified elements include effort, affect and desire. He describes effort as an individuals devotion in terms of time and resources used. Desire on the o ther hand is the willingness to acquire L2 proficiency. Finally, effect includes the response of the individual pertinent to the emotional reactions with regard to SLA. An almost similar model of SLA is espoused by Clement. Clementss Model of motivation espouses that self-confidence is the most critical element in motivation of SLA. The model asserts that, it is critical for individuals to develop self-confidence when learning a second language. Therefore learning a second language is hugely challenging. Conversely, any level of success is dependent on how much an individual is willing to commit him into the process. In this context, it depends with the level of sacrifice that an individual can sustain in order to achieve a desired goal. In a book titled how languages are learned Lightbown Spada (1993, p.135) argued that self-confidence motivates an individual to achieve the ultimate goal of learning a new language. The individual is successful in learning a new language by developing own initiatives. These initiatives develop from the individuals confidence to learn a language and the persistence even with the challenges involves. The individual is therefore the determinant of how he or she learns a language. I have come to value the assertion that the level of persistence and confidence in learning the second language structures the trend of learning a new language. Having understood the models of motivation in SLA, it is critical to develop this context and apply it within a cultural setting. Applying the models brings out the real sense and understanding of the types of motivates and the existent challenges. It also gives an opportunity to understand how these challenges can be overcome to support second language learning. The Chilean cultural setting has been identified in this discussion as critical for assessing motivation as a critical element of language and acquisition. Chilean Cultural Setting and SLA The Chilean cultural setting is evident of low attendance in classes. In this context, the students are lowly motivated to learn English as a second language. Low attendance in classes means that the individual students do not ascribe to the goal of learning second languages. They are not motivated to attend classes, which challenges the process of learning a second language. In the same line of argument teachers are also lowly motivated by the students behaviour. They are therefore tired of devoting their time to teaching in these classes. A Chilean teacher works for over 44 hours a week in front of a class, which is quite tiring because they do not have enough time to rest. The teachers therefore are unmotivated in delivering class lessons. Therefore, they do not have the zeal to motivate students in learning. The huge classes in Chilean contexts are also a huge challenge for both teachers and students in the process of learning. The class population is between 38 and 45 students p er class, which is a huge number that a single teacher can handle. In this context, both teachers and students are unmotivated in the learning process. In considering learning English as a second language, the Chilean context is quite difficult. Within the system, English classes take only 90 minutes per week. This is less time compared to other lessons and the time assigned for the same. The time assigned for learning English as a second language is not enough to deliver effective learning. Time therefore, limits both the teachers and the students in the process of learning a second language. It is also a big challenge for students to learn English as a second language because they have low levels of interest. The learners also portray a negative attitude toward English learning, which is an indication that learners are hugely challenged. Students within this culture do not consider English as a useful tool for everyday life. They tend to value their local language more to English, which is an aspect that challenged the process of learning a second language. The remote geographical location of the country is also a huge challenge f or SLA because the Chileans cannot access other English-speaking countries easily. They are therefore entrenched into the same culture without external influences, which could provoke a need for SLA. Types of Motivation in SLA There are diverse forms of motivation which can be applied within the Chilean context in handling the issue of second language acquisition. The three mostly identified types of motivation include integrative, instrumental motivation and integrative vs. instrumental motivation. Integrative Motivation Mitchell and Myles (2004, pp. 71 85) identified motivation as the learners orientation regard his or her goal of learning a second language. In this line of argument, it was identified that students who develop interest in learning a second language become more successful. There is need to develop huge interest among Chilean students in learning a second language. Celce-Murcia (2002, pp. 119-134) argued that the idea is to enforce an integration of cultures in order to provoke need for learning a second language. The students need to be provoked to admire another culture for them to develop an interest of learning another language. The students would also be provoked to integrate into the wider society and this entails learning a second language. This is what Doughty (2001, pp. 206-257) regards as integrative motivation. Integrative motivation assists the learner to develop and increase language proficiency for him or her to integrate into the system. This kind of motivation forces the individual to operate socially and become a part of the vast community. In an EFL setting such as Chile it is critical to develop an understanding of the term integrative. As Hudson (2000, pp. 18 25) suggests, integrative motivation develops when an individual desires to become bilingual in nature. This is the same as becoming bicultural and living within the limits of the two cultures. Skehan (1991, pp. 12 19) argued that the ultimate result is to add another language to the identity of the learner. As Chile is more of a monocultural society, the biggest challenge is to engage integrative motivation in order to overcome the challenges involved in (L2) acquisition. Instrumental Motivation Doughty (2001, pp. 206-257) concentrated more on explaining instrumental motivation. He argued that this type of motivation is in contrast to integrative motivation. The major characteristics of this kind of motivation are individual desires to obtain something practical after learning a second language (Mitchell and Myles 2004, pp. 71 85). In the Chilean context, this type of motivation can be applied diversely. Within this culture, globalization has led to the introduction of new companies. Within these companies, most of the employees have to be outsourced locally. With English being mandatory as a requirement when applying for these jobs, the Chileans can be motivated to learn it as a second language. Hedge (2000, pp. 17 28) noted that instrumental motivation is provoked by issues such as job application, graduation in various institutions and other work related issues including pay rise. It might be the desire of individuals to learn a second language but circumstances force t hem to do it and even equip them to handle challenges. With students in the Chilean context not willing to learn a new language, the introduction of English as a requirement for graduation would be a motivating factor to learn it as a second language. It is my view that this type of motivation is ambitious in nature and compelling. The individual learner has a choice to avoid it but external pressures are too strong and compel him or her to learn the second language. Conversely, integrative and instrumental motivation has been identified as both applicable in different context. When applied appropriately, both types of motivation lead to certain levels of success. However, integrative motivation is regarded by Ehrman and DÃ ¶rnyei (1998, pp. 34 41) as ideal for long-term success in second language learning. Integrative motivation works best in both formal and informal situations. Within the natural setting and the classroom situation, integrative motivation is better compared to instrumental motivation. Dornyei (2001, pp. 28 30) identified instrumental motivation as weak because it sometimes does not reflect the individual will to learn. Individuals in this case rely more on circumstances than their will to learn. It is a short term type of motivation and thus not very effective. Conclusion Various scholars have identified that there are individual learner difference in second language acquisition. As part of culture, language is described as an element of growing up. Language is also regarded as an element of culture that provides motivation to individuals in its own right. Just like any other cultural element, language is acquired differently from one individual to another. A similar case has been identified for second languages. In learning second languages, motives, goals and motivation have been identified and developing differences among individuals. In learning second languages integrative and instrumental types of motivation influence the individual differently. On the other hand, individuals conceptualize these types of motivation differently. Gardners socio-educational model, Clementss Model of motivation and Piagets theory of cognitive development, explain into detail how motivation influences SLA. The broad argument is that there is a great correlation betwe en SLA and motivation. Motivation is a variable that determines the level and success of learning a second language.

The Message Of Islam Theology

The Message Of Islam Theology The word Islam is derived from the root word salaama means peace, obedience, purity, and submissions. Islam means abiding peace and obedience to the will of God. While other religions derive their name from either a tribe, or a geographical area or a founder, and Islam derives its name from the central ides of peace and submission to god. The followers of Islam call them as Muslims or Musalmans. The word Hindu is derived from the Sanskrit root word Sindhu and used by Persians, ancient Greeks and many foreigners to denote the people who lived beyond the river Indus. The word Hinduism was invented by the british scholars in 1830s to denote the religious traditions of the native Indians to distinguish them from the other recognized religions. The message of Islam came to Muhammad for the first time through the angel Gabriel in 610 A.D., in a cave on Mount Hira. He kept on receiving the answers to his questions rest of his life and then he put all together in the book called Quran, which is the only holy book of Islam. Quran is the only book in the world which cannot be ever translated. Hinduism considers Vedas as their teachings of God. The Vedas are the earliest sacred books of Hinduism. The end part of Upanishads, which constitutes the philosophical base of Hinduism known as Vedanta and contains the elements of monotheism and description of God as the supreme deity of universe. Other important sources of Hinduism are the Vedantas, the Puranas, the Bhagavad Gita, Tantric texts, the Ramayana and the Mahabharata. As Aldous Huxley once said The Bhagavad-Gita is the most systematic statement of spiritual evolution of endowing value to mankind. It is one of the most clear and comprehensive summaries of perennial philosophy ev er revealed; hence its enduring value is subject not only to India but to all of humanity. The muslims practices the following so called Five Pillars, which are mentioned in the Quran. Shahadah is also known as the daily recitation of There is no God but Allah, and Muhammad is his messenger (Quran). Salat is the rituals performed Five times a day: dawn, at midday, mid afternoon, sunset, and nighttime. Zakat which is the amount of money from a persons total income donated to the poor and the needy. Sawn which is a period of fasting from dawn to dusk in the ninth month of muslim calendar. During this fasting muslims avoid all food, liquid, sex and tobacco. The final pillar is called Hajj which is the pilgrimage to a sacred city of Mecca once in their lifetime. In Hinduism God is worshipped in many different ways. The daily rituals are performed by an individual several times a day in which offerings are made to gods, the elements, ancestors, animals and the humans. Many people also worship by visiting the temple everyday in the morning. Ramayana states that Wealth springs fr om dharma, from dharma comes happiness and one gets everything from dharma. Dharma is the essence of this world(Valmiki). Pooja is the popular form of worship in which prayers, chants, flowers, incense sticks, and others things are offered to gods, like said in Ramayana Whatever is ones food, the same food shall be offered to ones gods (Valmiki 2.103.30)Some Hindus also participate in satsangs or religious gatherings and perform the singing and chanting of the names of gods. Many Hindus practice fasting on specific days of the weeks or on some festivals. Hindus also visits certain sacred places and temples for their own beings. A visit to Varanasi for a dip in Ganges is considered very purifying and spiritual uplifting. There are many festivals celebrated by hindus out of which some are Diwali, Navaratri, Uttarayan, Ganesh Chaturthi and many more. Muslims deny believing or worshiping any other god but Allah, who is their almighty. He is not only the highest god of muslims, but also of all the people in the world. He is close to his loyal worshippers, whom he forgives their sins and blesses them with peace and happiness. They believe in free will and fate. According to muslims, Allah knows everything that happened, that has been happening and that will happen. He made humans responsible for their actions and choices. Anyone can convert to Islam easily. According to their traditions, anyone who follows Allah and takes Muhammad as his messenger becomes a muslim because Quran says that He who obeys the Messenger has indeed obeyed Allah (al-Nisa 4.80). Hinduism believes in existence of Brahman, the supreme Lord of the universe who is eternal and stable. Three gods Brahma, Vishnu, and Shiva are his three main forms which are endowed with their work of creation, preservation and destruction. According to Hindus, god can be worshipped in too many different ways. Many Hindus worship gods into their personal forms chosen by themselves. Hinduism believes in worshipping god as in the image or the statue or an object. They also believe in peaceful life lived with truth and honor, like once said in Mahabharata, Should even ones enemy arrive at the doorstep, he should be attended upon with respect. A tree does not withdraw its cooling shade even from the one who has come to cut it (12.146.5). And Mahatma Gandhi also said I have no other wish in this world but to find light and joy and peace through Hinduism. Hinduism and Islam believe in the God as a supreme Lord of the universe, and as a creator of the whole system. Both religions believe that god has blessed humans with free will which make themselves responsible for their actions and choices. Allah is known by 99 names and the person who learns them all by heart goes in the heaven. The Brahman of Hinduism also has many names and by chanting them a person can attain him. Both believe that god responds to all the people who worship him and blesses them. Hinduism believes in karma. Islam believes that good rewards for good deeds and punishment for bad dreams. And Quran states Whoever does good deed, he shall be repaid ten-fold; and whoever does evil, and he shall be repaid with evil (5.32). Both religions believe in non-violence and killing no human life. In Hinduism the path of truth is far more important than the belief or disbelief in god. Islam does not recognize any other religions other than they are specifically mentioned in Quran . We believe in that which has been revealed to us and revealed to you, and our God and your God is One, and to him do we submit (29.46). Muslims believe that they in something that is been revealed to them and believe that everybodys god is same. Both religions believe in praying gods and reciting their name and ask for gods forgiveness. Muslims believe in praying only one god Allah, where as Hindus pray to one god but in different forms and incarnations. A person can be converted to Islam by praying to Allah or by taking Muhammad as their own messenger. Whereas in Hinduism a person becomes a Hindu by birth or by personal choice, without taking any messenger or following particular god permanently. Islam does not accept anyone between humans and god and in Hinduism there is a presence of priest for the right directions. Islam does not have any high priest or gurus, whereas Hindus has like the highly respected gurus who people follow and seek for more knowledge from them. Islam does not believe in rebirth. Hindus believe going in heaven or hell but they believe that the soul gets its freedom back through rebirth. Hinduism does not have the concept of messengers like Muslims have Muhammad as their messengers to god. Muslims laws are well versed in Quran as to punish the one who oppose the commands of Allah, and in Hind uism the laws are not imposed by the religious groups or people but are through the government. Islam does not accepts god as his own creation where as Hindus accept that god is a supreme Lord of his creation and also as an individual as atman in every human-being as it is stated in The Bhagwad Gita, The power of God is with you at all times; through the activities of mind, senses, breathing, and emotions; and is constantly doing all the work using you as a mere instrument. Hinduism does not see any difference between god and other living beings. In Islam man can only be the true follower of god and the others are made just to benefit man. In Islam there is no concept of Trinity. They believe that god is one and only. Hinduism has three highest forms of god known as Brahma, Vishnu, and Shiva. The belief system in Hinduism and Islam has a great effect on the present day society. There is a great development and change in Hinduism over the centuries and has spread all over the world. Islam has also spread over the years and has mostly spread by trade and the people conquered by them. Hinduism and Islam are two major religions in modern world with a great amount of people following in the various parts of the world. Work Cited Huxley, Aldous. Quotes About Hinduism. (30 Quotes). Goodreads Inc., n.d. Web. 04 Oct. 2012. . Gandhi, Mahatma. Hinduism Quotes. Refspace.com. N.p., n.d. Web. 05 Oct. 2012. . MuhÃÅ'Â £ammad, ZÃÅ'Â £afr-AllaÃÅ'„h H. The Quran. London: Curzon, 1978. Print VaÃÅ'„lmiÃÅ'„ki, , and Ramesh Menon. The Ramayana. New York: North Point Press, 2003. Print. PrataÃÅ'„pachandra, RaÃÅ'„ya, and Mohan G. Kisari. The Mahabharata. Calcutta: Bharata Press, 1884. Print. Gupta, Prashant, M D. Gupta, and N K. Vikram. Bhagwad Gita. New Delhi: Dreamland Books, 1996. Print.

The Cultural Front Essay examples -- essays research papers

The Cultural Front   Ã‚  Ã‚  Ã‚  Ã‚  In the USA, it seems as though there is always a revolution going on. The world is changing everyday. Everyday there is something new going on. Everyday there are people fighting for what they believe in, from social movements to political movements. Everyday people are working hard for their future. People are just trying to make it in the real world. In the the 1930’s, there was so much going on, from WWI to the depression. The world was in a slump, and people were doing everything they could to make it. The cultural front involves history on the ordinary person, politics, and literature. I wish to compare some of the problems of today, with the problems of the past, discussing politics, culture, hegemony, and the working class.   Ã‚  Ã‚  Ã‚  Ã‚  USA is the richest country and has the most poor people in numbers. Our money isn’t spent on education, health, or housing projects for poor people. Recently most of our money has been going to Iraq or weapons for soldiers so they can keep the peace. Our money doesn’t go to the ordinary person. Rich people keep getting rich, and the poor keep getting poor! I don’t feel our money is put into any investments. How come our gas prices are so high? Wouldn’t it make sense to invest in oil, so the average person can have some spare change to spend on something other than gas to get from point A to B? Our system is unjust and the only way to fix it is to fight for it, and hope that someone in power hears you. When people in power say something, people automatically believe them, even if there is no basis to their knowledge. President Bush had repeatedly said that John Kerry had changed his positions about our war many times. Kerry said it wasnà ¢â‚¬â„¢t true, but people believed Bush anyways, because he is a man of power, which is a form of communism. There are ways to change our system fundamentally instead of going to war with other countries. Most of our money right now goes to our National Defense and Social Security. It’s nice the money will be there later for us when we retire, but what about those of us who need social security benefits now? There have and always will be problems with the system, and no matter what you do, you can never make everyone happy! In the 1930’s the big political movement was the power of the CIO, The congress of Industrial Organization. They came to power at the beginning of ... ...side had Ghetto pastorals, which were books about people growing up in the ghettos, Harlem, Chinatowns, Little Italy, etc. Ghettos are usually classified as projects for African Americans. They are run down housing projects, where the poorest of the poor live. People there usually are on welfare, and have many kids. People enjoyed reading these stories, because they were stories of everyday people.   Ã‚  Ã‚  Ã‚  Ã‚  This Cultural front was a revolution in the United States. The Cultural front is part of our history and it is very important to read all perspectives of history. The Cultural front reshaped history through the everyday people, the writing, play wrights, politics, and social movements. The cultural front shows the perspectives of the poor; it isn’t things you will find in a history book. When you read history books you find falsification. White men wrote history, they designed it the way they wanted people to remember it, making past presidents heroes, justifying Christopher Columbus taking land that was not his, justifying slavery, and writing only about people in power. The book the Cultural front shows a perspective from the every day average American just trying to survive.

A Man with a Vision :: essays research papers

My search began with personal interest about a man by the name of Howard Coffin. I knew him as the founder of Pirates of the Spanish Main, a local organization that he established in 1931. His purpose in founding the club was to welcome dignitaries, promote the Golden Isles, and aid the community. As a member of the club today, I thought it might be interesting to trace the roots back to the founder. Little did I know, Mr. Coffin was much more than just the founder of a club. He was also a man with a vision, who made huge strides in developing much of the Golden Isles.   Ã‚  Ã‚  Ã‚  Ã‚  Mr. Coffin was born in 1873 and grew up on an Ohio farm, and in Ann Harbor, Michigan. He first discovered one of his visions while attending the University of Michigan. His vision was somehow to produce a low cost car, which would sell for less than a thousand dollars and that would attract a mass market. In 1902, Howard Coffin went to work for the Old Motor Works of Detroit, where he began his phenomenal career as an automobile builder. After the Olds Company decided to stay with their expensive car, he worked at other companies until he was finally able to achieve his dream. With the financial support of the Hudson Department Stores of Detroit, he invented the Hudson Car. The car was the first model of a four-cylinder roadster that sold for about $900.   Ã‚  Ã‚  Ã‚  Ã‚  The first visit that Mr. Coffin made to the coast of Georgia was in 1910 to attend the Savannah Road Race. Early automobile manufacturers liked to watch their cars perform, but also they made it a vacation trip. While attending the races and enjoying their vacation, Mr. and Mrs. Coffin fell in love with the beauty and history of the Golden Isles of the Georgia coast. Since Mr. Coffin was well able to afford just about anything he wanted, he and his wife decided to purchase the 20,000 acres that made up Sapelo Island. They would have a place to vacation, a wonderful place to entertain, and a reason to return to the Georgia coast.   Ã‚  Ã‚  Ã‚  Ã‚  Howard Coffin’s real importance to Golden Isles history was in the vision that he had for development with the ongoing process of automobile roads. After the end of World War I, the sales of automobiles far surpassed the condition of roads for their travel.

Case Study Discussion: Walgreen Co. Essay

Please discuss the following: Review the Balance sheet of the latest Walgreen Co. 10k Filing. Select two of the following questions to review/discuss: 1. Which current assets are the most significant? 2. Which non-current assets are the most significant? 3. Asset the level of debt and risk that Walgreen has by looking only at the balance sheet. 4. Evaluate the creditworthiness of Walgreen based on the balance sheet 5. Does Walgreen use off-balance sheet financing? Explain your answer. 6. Compute the current ratio and debt ratio for the past two years. 1. Which Walgreen current assets are the most significant? In 2011, Inventories were the most significant current asset ($8,044 million). The Inventories section of Note 1, Notes to Consolidated Financial Statements, advises Walgreen Co. valued 2011 inventories with the last-in, first-out (LIFO) cost method. Had Walgreen elected to use the first-in, first-out (FIFO) cost basis for the 2011 inventories would have been greater by $1,587 million. GAAP permits companies to select which inventory accounting method they will use to report inventories (LIFO or FIFO). Companies must state the method selected in the financial statement notes. Most companies calculate the value for both methods and select the method with the lower tax liability. For the past couple of decades, costs have risen (inflation). LIFO has been a popular choice as it produces the largest cost of goods sold expense, the greater the expense deduction the lower the taxable income. 6.Compute the current ratio and debt ratio for the past two years. Current Ratio = Current Assets Current Liabilities Debt Ratio = Total Liabilities Total Assets 2011 2010 Current Assets $12,322.00 $11,922.00 Current Liabilities $8,083.00 $7,433.00 Current Ratio 1.52 1.60 2011 2010 Total Liabilities $12,607.00 $11,875.00 Total Assets $27,454.00 $26,275.00 Debt Ratio 45.9% 45.2% Current Ratio measures a company’s ability to pay current liabilities as they come due. It is a measure of short-term liquidity, an indicator of how easily a company can pay amounts due for the next 12 months. A current ration greater than 1.0 is considered healthy as it indicates a company can meet all its upcoming expense for the next twelve months. With a debt ratio of 1.52, Walgreen appears very health. Of concern, is the decrease from a  2010 debt ratio of 1.60. Further investigation is warranted. If this trend continues it could indicate mismanagement of company assets. A look at the notes gives a clue into the reason for the decline. Note 4, Notes to Consolidated Financial Statements, state in 2011 Walgreen completed several acquisitions. Through the acquisitions, Walgreen assumed additional debt. The increase in liabilities explains the decrease in current ratio. With this in mind, current ratio is within acceptable limits. Debt Ratio indicates the percentage of the company financed by debt. It measures solvency, an indicator of a company’s ability to pay back long term debt when due. A low debt ratio indicates less financial risk and strong solvency. Debt ratios greater than 100% indicate a company has too much debt and will have trouble paying back principal with interest. Walgreen’s debt ratio for 2011 is 45.9%, up 0.7% from 2010. Considering the increase in assets and liabilities from the acquisitions Walgreen completed in 2011, a 0.7% increase in debt ratio is acceptable. A debt ratio of 45.9% indicates Walgreen is solvent and should have no issues paying back long term debt as payments come due. References Schoenebeck, K. P., & Holtzman, M. P. (2010). Chapter 1 – Balance Sheet. In Interpreting and analyzing financial statements: A project-based appro2ach (pp. 38-39). Boston [u.a.: Prentice Hall. Ormiston, A., & Fraser, L. M. (2013). The Balance Sheet. In Understanding financial statements (10th ed., pp. 56-59). New York, NY: Pearson Education.

Apple iPhone Essay

â€Å"Apple introduced the original iPhone back in 2007, instantly obsoleting every other smartphone on the planet in every way that mattered† (Ritchie, 2013, p.1). Within the next two years Apple came out with the iPhone 3G and 3GS which they were able to increase the functionality while simultaneously lowering the price, this allowed Apple to take the smartphone fully out of the niche and make them mainstream (Ritchie, 2013). Apple was able to bring the iPhone to broader carriers and faster speeds along with better displays and more natural language interfaces with the iPhone 4 and 4S. The iPhone 5 has taken manufacturing to new levels and screen to new heights but the biggest change is iOS 7 along with the iPhone 5s and 5c. With smartphones we are able to have immediate access to the internet which allows us to access any information with n seconds instead of having to wait until we have access to a computer. We are able to make reservations, look up movie times, find recipes, shop online, update or Facebook status, and find a local doctors office within minutes. Smartphones allow us to have more of a social presence. Even more businesses are focusing on having a mobile site as part of their marketing strategy. More people conduct all of their internet needs on their smartphone because you are able to download hundreds of apps ranging from calendars, to-do lists, emails, games, books, movies, and music. On my personal phone I have word, excel, and PowerPoint, I do not use them but if I left my computer at home I would be able to connect my phone to a laptop and conduct a presentation from it. In the next three to five years I feel that smartphones and tablets will take over and will be what businesses use to conduct business transactions. I think that businesses will soon stop excepting cash and strictly only accept debt and credit cards. This would eliminate some business expenses by switching to tablets instead of cash registers; it would also speed up the checkout process. If this were to occur the software industry would have to re-design to find more effective and efficient ways to give users the proper interfaces they need at the speed that they want to complete their tasks.