Infix Definition and Examples

An infix is a word element (a type of affix) that can be inserted within the base form of a word—rather than at its beginning or end—to create a new word or intensify meaning.  The process of inserting an infix is called  infixation. The most common type of infix in  English grammar  is the  expletive, as in fan-bloody-tastic.   [A]s the term suggests, [an  infix] is an affix which is incorporated inside another word. It is possible to see the general principle at work in certain expressions, occasionally used in fortuitous or aggravating circumstances by emotionally aroused English speakers:  Hallebloodylujah!...In the movie  Wish You Were Here, the main character expresses her aggravation (at another characters trying to contact her) by screaming  Tell him Ive gone to Singabloodypore!  (George Yule, The Study of Language, 3rd ed. Cambridge University Press, 2006) How and When Infixes Are Used Rarely used in  formal writing, expletive infixation can sometimes be heard in  colloquial language  and slang though probably not in polite company.   Infixation can make it into more casually themed press coverage (more likely in pop culture, as opposed to hard news), such as in Prince Williams former nanny [Tiggy Pettifer] has spoken of her joy at the engagement between the Prince and Kate Middleton, describing their union as fan-flaming-tastic. (Roya Nikkhah, Prince Williams Nanny Says Engagement Is Fan-Flaming-Tastic.  The Telegraph  [UK], Nov. 21, 2010) And author Ruth Wajnryb has further examples—from literature, no less. This linguistic phenomenon is also known as the integrated adjective. In fact, a poem of that name by John OGrady (aka Nino Culotta) was published in the  eponymously  titled  A Book About Australia, in which numerous examples of the integrated adjective appear:  me-bloody-self, kanga-bloody-roos, forty-bloody-seven, good e-bloody-nough. (Expletive Deleted: A Good Look at Bad Language. Free Press, 2005) In English, additions normally attach to the end or start of a word, with prefixes and suffixes, such as pre- or -ed. There are even circumfixes, which attach to the front and the back, as in  enlighten.  In Austroasiatic languages in Southeast Asia and eastern India, the use of the infix is more common and not used just to create expletives, as in English. In fact, English has no true  infixes, but the plural suffix  -s  behaves something like an infix in unusual plurals like  passers-by  and  mothers-in-law (R.L. Trask, The Penguin Dictionary of English Grammar, 2000).   Creating an Infix Authors Kristin Denham and Anne Lobeck give a detailed explanation of where the infixes are inserted into a word: Native speakers of English have intuitions about where in a word the infix is inserted. Consider where your favorite expletive infix goes in these words:fantastic, education, Massachusetts, Philadelphia, Stillaguamish, emancipation, absolutely, hydrangeaMost speakers agree on these patterns, though there are some dialectal variations. You likely found that the infix is inserted at the following points:fan-***-tastic, edu-***-cation, Massa-***-chusetts, Phila-***-delphia, Stilla-***-guamish, emanci-***-pation, abso-***-lutely, hy-***-drangeaThe infix gets inserted before the syllable that receives the most stress. And it cannot be inserted anywhere else in the word. (Linguistics for Everyone: An Introduction. Wadsworth, 2010)

The Crucible the Evilness and Selfishness of Abigail...

The Crucible: The Evilness and Selfishness of Abigail Williams In Arthur Millers The Crucible, there is one character who, because of her selfish and evil ways, causes the destruction of many people in the town of Salem. This character is Abigail Williams. In the play, jealousy, and self- interest are the two characteristics that are seen constantly throughout the play. These characteristics pertain particularly to Abigail, and give a graphic description of her life, and how she deals with things in it. Throughout the play she gets worse and worse each time something major happens. After her affair and failure with voodoo, she was overcome by love and jealousy, and she was willing to do anything to get John back to her own†¦show more content†¦She beg me to make charm- Abigail was so desperate to get back John that she even drank chickens blood to get him back. She drank this blood charm so Elizabeth would die. Abigails progression of evilness and her looking for help from witchcraft shows that love and jealousy in large quantities can cause a person to go to what they hate most for help. Abigail goes from her goodness with internal turmoil, to what she was brought up in Salem to fear, and despise: witchcraft. After some thought Abigail realizes that she can use witchcraft to get back John, though not in the way that she had thought before. She believes that the only reason that John is not giving in to her is because of Elizabeth. She realizes that the people of the town are so afraid of the devil, she can use that fear to discredit, and eventually get rid of Elizabeth, thereby getting John for herself. She also realizes that if she right away accuses Elizabeth, the people would not believe her because Elizabeth is too pious. She decides that if she starts with evil people, and works her way up to the more pious ones to, finally, Elizabeth she will be believed. This chain of reasoning causes the deaths of many of the townspeople in Salem. Many people in the town of Salem think Abigails doing the right thing by accusing all these people. They dont know of Abigails scheme and encourages that these witches be given their due punishment. Reverend Hale has aShow MoreRelatedEvilness And Selfishness Of Abigail Williams In The Crucible Essay948 Words   |  4 Pages The Crucible: The Evilness and Selfishness of Abigail Williams In Arthur Millers The Crucible, there is one character who, because of her selfish and evil ways, causes the destruction of many people in the town of Salem. This character is Abigail Williams. In the play, jealousy, and self- interest are the two characteristics that are seen constantly throughout the play. These characteristics pertain particularly to Abigail, and give a graphic description of her life, and how she deals with thingsRead More Arthur Millers The Crucible Essay2614 Words   |  11 PagesArthur Millers The Crucible Arthur Miller demonstrates the familiarities of the life he lived in the 1950s and of everyday life we live in through his plays. He communicates through his work to the way people are in society. The extreme witch hysteria deteriorated the rational and emotional stability of its citizens. This exploited the populations weakest qualities, and insecurities. The obvious breakdown in social order led to the tragedy that saw innocent souls hang on the accusationRead More The Moral of Arthur Millers The Crucible Essay3017 Words   |  13 PagesThe Moral of Arthur Millers The Crucible In the 17th century a group of Puritans from England immigrated to America to escape persecution for their religious beliefs. The white settlers arrived in New England in 1620, and Salem, Massachusetts had been in existence for about forty years by 1692. Salem developed as a theocracy. This was based on the coexistence of religious prayer and hard work. Entertainment, such as dancing, or any enjoyment at all was perceived as a sin. The isolation

The Relationship between Prestige Pricing and Advertising Choices Free Essays

Prestige pricing is a pricing strategy through which brand image of a product is enhanced by the price fixed for it. This pricing strategy is also termed as psychological strategy as the consumers feel that since the price of a product is higher than its other competitive products in the market, it might be superior in quality. They don’t even try to find out whether there is any difference in the ingredients or construction of the higher and lower priced product or not. We will write a custom essay sample on The Relationship between Prestige Pricing and Advertising Choices or any similar topic only for you Order Now Due to this pricing strategy, the top brands enjoy higher share in the market even when their products are priced 30%to 40%higher than a similar product with no brand value. Cosmetics, drugs, apparels etc. enjoy more market share if they have big brand image. Prestige pricing can also be termed as a non-pricing strategy because there is no need for the advertising to mention price at all. Instead, in the advertising of these products more focus is paid on service and quality. The lesser a customer knows about the quality of a product the better are chances of him to get lured by the advertising of the product. If the product has a good brand value, the customer is fully confident about its quality and don’t even look at its advertising from a point of view of getting assured of its quality. Advertising choices for prestige priced products are immense because the producer has enough money to splurge upon advertisements. Hence he can afford the best advertising options. If he is advertising in print medium he chooses the best life style magazines because its glossy pages speak volumes about the product even without any product information. He has the option of paying the high profile celebrities to endorse the brand. Just the image of the celebrity along with the product is enough to grab the attention of the consumers. If the producer does not apply the prestige pricing strategy, his advertising choices get limited. The more the price, the better are the advertising options. Karlof and Lovingsson (2005, p. 286) have rightly observed the following effects of the interrelation between prestige pricing and advertising choices: â€Å" competition is low demand exceeds supply a company enjoys the position of virtual monopoly† In the words of Griffiths and Wall (2004, p.163) â€Å"If manufacturers can create an association in consumers’ mind that premium prices mean higher quality and exclusiveness, then they can engage in prestige pricing.† This can be done none other than advertising. Advertising choices and prestige pricing are interrelated. So the practice of psychologically influencing the consumers’ choices is evident from the sophisticated advertising campaigns of all the high priced products in the market. The money spent on producing a product is cost while the price is the money the consumer spends to buy that product. In the prestige pricing strategy the price is not related to the value of the product but the consumers are made to feel that way. This is not possible without the range of advertising choices available in this kind of strategy. So it can be concluded that prestige pricing and advertising choices go hand in glove. Word count: 535 References Arens, W.F. and Bovee, C.L. (5 Ed.). (1994). Contemporary Advertising. USA: IRWIN Griffiths, A. and Ison, S. (2002). Business Economics. UK: Heinemann. Griffiths, A. and Wall, S. (Ed.). (10 Ed.). (2004). Applied Economics. England: Pearson Education Limited. Karlof, B. and Lovingsson, F. (2005)The A-Z of Management Concepts And Models. London: Thorogood Publishing.                         How to cite The Relationship between Prestige Pricing and Advertising Choices, Essay examples

Journal Article Analysis free essay sample

The article investigated how the connection between knowledge and learning influenced individuals to think about controversial everyday issues. The analysis included identifying philosophical assumptions, explaining practical significance and applicability, and relating assumptions and methodology to class readings. Journal Article Analysis An article in the Journal of Psychology investigated how the connection between knowledge and learning influenced individuals to think about controversial everyday issues. The completion of a questionnaire followed by a series of questions about two controversial issues produced the conclusions of this research paper. This analysis of that research identifies the philosophical assumptions behind the research and methodology, explains the practicality of the assumptions, and examines the effect on the research’s applicability. Finally, a relationship with post-positivist thinking is established. The premise for the research study by Schommer-Aikins and Hutter (2002) engulfed an interest in looking beyond the classroom to see how epistemological beliefs influence the very ordinary people think about contemporary controversial issues. Prior research focused on the development of epistemological beliefs and influence on thinking in academia (p. 7). Accumulating evidence revealed links between epistemological beliefs and higher order thinking. The authors expanded their research to a larger outside population with varying degrees of education, a wide range of ages as well as diverse life experiences. Most epistemological researchers thought of personal epistemology as a complex, one-dimensional belief (Schommer-Aikins, 2002). Schommer, in earlier studies, conceived of these beliefs as a system of beliefs, which dwelled at different levels of sophistication. The working assumption for the questionnaire was it captured default characteristics of four beliefs. Using the questionnaire she developed, the questionnaire assessed the stability of knowledge, the structure of knowledge, the control of learning, and the speed of learning (Schommer-Aikins Hutter, 2002). The authors stated, â€Å"Test-retest reliabilities [of the questionnaire] range from . 60 to . 89 for the four factors† (Schommer-Aikins, 2002, p. 10). Previous studies confirmed the predictive validity of the questionnaire. Following completion of the questionnaire, participants answered open-ended questions about two controversial issues. Answers (multiple-choice or yes/no) chosen by the participants required further explanation about why they chose the answer they did. The authors looked for six specific thinking dispositions (Schommer-Aikins Hutter, 2002): 1. taking multiple perspectives; . acknowledging the complexity of issues; 3. engaging in flexible thinking; 4. acknowledging the evolving nature of knowledge; 5. questioning omniscient authority; and 6. making decisions in a thoughtful and reflective manner (p. 9). Based on results from previous studies on college students, Schommer-Aikins and Hutter (2002) developed their hypotheses from the assumption critical thinking about controversial issues engages epistemological beliefs. They theorized the less individuals believe in simple knowledge, the more likely they engage in higher order thinking (p. 9). Stability of knowledge includes issues of the tentativeness of knowledge, so higher order thinking about evolving knowledge and all-knowing authority precludes belief in certain knowledge (p. 9). Their final supposition involves the speed of learning (or how gradually learning takes place). This involves the time dedicated to study, they hypothesize the less individuals believe learning is quick or absent, the more likely they display higher order thinking about reflective thinking (pp. 10). Applicability Research to broaden knowledge, prove a hypothesis, or search for a new dynamic in the acquisition of knowledge contributes to epistemology. The scientific community has debated the methodology of the attainment of knowledge since Aristotle. Social science, such as the study analyzed here, wants to develop a more engaged relationship between knowledge and practice (Delanty Strydom, 2003). Conceiving their study on previous research done about the nature of knowledge and the nature of learning that influences thinking, Schommer-Aikins and Hutter (2002) introduced an additional element of contemporary controversial issues encountered in everyday life. Their research looked to populations outside of academia to support their hypotheses. Generally, they were able to prove a relationship exists between individual beliefs about knowledge and learning and the ability to demonstrate higher order thinking. Education and critical thinking influence these beliefs (p. 16). The nature of knowledge and learning beliefs influence thinking in everyday life. Methodology Kuhn (1996) describes a paradigm as the accepted norm of a science. The standards, rules, and scientific tradition one follows in a particular area of scientific study comprise the paradigm. Research, such as the one described here, â€Å"is a cumulative enterprise, eminently successful in its aim, the steady extension of the scope and precision of scientific knowledge† (p. 52). The study provided information that supported the correlation of epistemological beliefs, learning, and higher order thinking. The research supported two of the four proposed hypotheses. None of the epistemological beliefs predicted thinking about omniscient authority or found a correlation between quick learning and time-consuming reflective thinking. The theories not supported warrant further research. There is not a single rule, however plausible, and however firmly grounded in epistemology, that is not violated at some time or other† (Feyerabend, 2003, p. 81). The inability of the research to support these two hypotheses does not indicate failure, but the possibility of progress in the science (Feyerabend, 2003). More research, possibly encountering a different perspective could clarify the direction the hypotheses should take. The supposed failure to support two of the hypotheses must not lead to abandonment of the research project. A heuristic approach may resolve the discrepancies between the hypotheses and the research results. Lakatos (2003) expounds that a conjecture, at once refuted can be rescued by an auxiliary hypothesis if normative research continues. Positivism and Post-Positivism From a positivist point of view, this research project is invalid. No observable correlation exists between the hypotheses and the results proclaimed by the researchers. Ayer (2003) explains that the declaration of a proposition is just that a declaration. Positive, observable fact needs to be presented to validate the proposition. Therefore, the conclusion epistemological beliefs influence thinking cannot be empirically proven. Fortunately, the research study takes place in modern times when hypotheses and ideas expressed do not require concrete observation. Literature research and direct interaction with experimental participants provide evidence of perception. Kant, according to Johnson and Duberley (200) argued, â€Å"Our minds are not passive receivers of sense data. Rather we automatically select, limit, organize and interpret our experience of external reality† (p. 65). People endow the world with meaning, so research as presented above has validity to increase understanding of the world. Conclusion The theory behind the Journal of Psychology article theorized a relationship existed between epistemological beliefs and learning and the way people think about everyday controversial issues. Prior epistemological belief research conducted on college students confirmed advanced development of knowledge influences thinking about academic issues. â€Å"The effects of epistemological beliefs are most obvious in higher order thinking† (Schommer-Aikins Hutter, 2002, p. ). The authors wanted to produce evidence that is more convincing by conducting research by measuring epistemological beliefs independent of academics and the opportunity of participants to think about issues in their lives as opposed to issues provided by a researcher. The researchers recruited 174 volunteers from a variety of ages, professions, and life experiences. After completing a questionnaire and answering weighted questions, evaluation of the beliefs and thinking of participants produced somewhat mixed results. The study supported two hypotheses and two were not. The belief in the complexity of knowledge provided multiple perspectives, more flexible thing, and higher order reflective thinking as predicted. The study revealed the critical role the nature of knowledge and learning plays in everyday thinking. Following the discussion of the study, the analysis explored relationships between this study and readings required for the class PHL717/Constructing Meaning. Research provides a means to develop knowledge into practice. As Kuhn explained research begins with a paradigm and proceeds to support, refute, or expand on the known. The discovery of unexpected results produces a paradigm shift. According to Feyerabend, the probability of finding fault with a presumed rule is inevitable but does not mean the research has failed. This study does not fit with the positivist view of scientific research because of lack of empirical evidence, as explained by Ayer. Modern philosophers, such as Kant, are open to evaluating and contemplating ideas and concepts without the necessity of observable phenomena. The ability to find parallels in the research study and theories presented by the philosophers in the readings provided an excellent opportunity to understand some of the concepts.

Key influences on personal learning processes Essay Example

Key influences on personal learning processes Essay This essay will be describing in detail a few of the many different influences that can and do have an effect on learning; some of these have influenced me personally. This essay is like a self analysis looking from the perspective of the learner. It will be looking at the work of some key theorists to support and back up the points. It will also discuss how others can be helped to learn and the effectiveness of doing this. Learning is a process by which we acquire knowledge, skills and an understanding of abstract concepts. You start learning from birth and the learning process continues through formal schooling and even right through to adulthood, they do say you learn something new every day. In everyday life we call our learning informal. Firstly there are some main theories of learning used to understand the way in which individuals learn. From experience the best way of influencing and progressing an individuals learning is to actually know how you learn best, this will be either visually, auditory, kinaesthetically or tactilely. I am an example of a visual learner taking in information best when it has come from something seen like pictures or information in a book, etc. When you know this you can then put it into practice by planning the learning, then actually doing it and finally reflecting on what has been learnt. One of the main theorists associated with learning is Kolb. Kolb looks at the ways adults learn referring to these as cognitive abilities, he says that learning processes begin as instinctive preferences during adolescence. We will write a custom essay sample on Key influences on personal learning processes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Key influences on personal learning processes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Key influences on personal learning processes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Kolb identified two pairs of opposing factors which, combined together, show learning as a cycle with four different stages of learning. Each stage can be entered at any time but for learning to be effective the stages must be followed in a sequence. As you can see from the diagram the four stages are concrete experience, reflective observation, abstract conceptualisation and active experimentation. Kolbs learning cycle can be applied to everyday practice. Another important theory is the learning styles theory conducted by Honey and Mumford. They identified ways in which different employees learned and came up with four learning style preferences, reflector, theorist, activist and pragmatist. Honey and Mumford conducted a questionnaire in order to find out peoples preferred learning style/s (see appendix 1 for their questionnaire) Honey and Mumford (1986) stated that the learning style questionnaire is designed to probe the relative strengths of four different learning styles.

Agnes Macphail Biography

Agnes Macphail Biography About Agnes Macphail: Agnes Macphail was the first Canadian woman to be a member of parliament, and one of the first two women elected to the Legislative Assembly of Ontario. Considered a feminist in her time, Agnes Macphail supported issues like prison reform, disarmament, international cooperation and old age pensions. Agnes Macphail also founded the Elizabeth Fry Society of Canada, a group working with and for women in the justice system. Birth: March 24, 1890 in Proton Township, Grey County, Ontario Death: February 13, 1954 in Toronto, Ontario Education: Teachers college - Stratford, Ontario Profession: Teacher and columnist Political Parties: Progressive PartyCo-operative Commonwealth Federation (CCF) Federal Ridings (Electoral Districts): Grey South EastGrey Bruce Provincial Riding (Electoral District): York East Political Career of Agnes Macphail: Agnes Macphail was elected to the House of Commons in 1921, in the first Canadian federal election in which women had the vote or could run for office. Agnes Macphail was the first woman to be elected to the House of Commons.Agnes Macphail was the first woman appointed as a member of a Canadian delegation to the League of Nations, where she was an active member of the World Disarmament Committee.Agnes Macphail became the first president of the Ontario CCF when it was established in 1932.Agnes Macphail was a major influence in the establishment of the Archambault Commission on prison reform in 1935.She was defeated in the 1940 general election.Agnes Macphail wrote a column on agriculture issues for the Globe and Mail.She was first elected to the Ontario Legislative Assembly in 1943, becoming one of the two first women to be elected to the Legislative Assembly of Ontario.She was defeated in the Ontario election in 1945.Agnes Macphail was re-elected to the Ontario Legislative Assembly i n 1948. Agnes Macphail contributed to the adoption of Ontarios first equal pay legislation in 1951.

Workplace Conflict Essay Example | Topics and Well Written Essays - 750 words

Workplace Conflict - Essay Example Some are little that are resolved in no time with a little communication (Cahn & Abigail, 2007); while, some are big enough that a mediator is needed to resolve them. The mediator comes with his own mediation plans and strategies to work out the problems between the parties involved. In organizational context, conflict occurs due to a number of reasons. Conflicts may happen among employees of the same level but mostly conflicts arise when job satisfaction decreases at the employees’ part (Masters & Albright, 2002). This makes the employees enter into trouble with the management or higher officials. They may go on strikes or do other sorts of protests. Major conflicts occur when, for example, employees experience gender discrimination, work overload, forced overtime, short deadlines, and no opportunities for promotion, reward or compensation. These factors reduce job security and the employees suffer from work related stress. Other major causes may include dissatisfactory wages and salaries, and poor communication between the management and employees due to which the latter feel that their problems are not being considered. Also, when employees feel that they are not being able to participate in the decision-making process, they may acquire conflicting views about the project at hand. All of these conflicts may get serious enough to be requiring a mediation plan for resolution (Moore, 2003). No matter the conflict is small or big, the management should make serious efforts to resolve it as soon as possible so that employees do not lose their morale (Dana, 2001; Wimot & Hocker, 2007). My Experience This section of the paper describes a work related conflict that I experienced at my workplace. I am a teacher at a community college. As I stated, most conflicts occur due to unfair treatment or policy changes from the management side, this incident also involves a conflict between the assistant principal and I. It was about the Americans with Disabilities Act of 1990 (ADA). For reader’s information, the major responsibility of the Americans with Disabilities Act of 1990 is to make accommodations for disabled employees, under the title I of the Act. ADA makes sure that the disabled employees do not have to face discrimination by their seniors or co-workers when they are at the workplace. In order to get protection by ADA, the individual must have a disability which is defined by the Act as â€Å"a physical or mental impairment that substantially limits one or more major life activities† (U.S. Department of Justice, 2005). All persons who have in their medical history that they have been or are going through such a disability, or people perceive him as disabled, are accommodated by this Act. My college had also included this Act in its major policies regarding the selection and employment of teachers. Last year, when my college announced vacancies for professors, I was appointed to interview the candidates for selection. I ha d to select three candidates for a project. Two of the candidates I selected were medically and academically fit for the job, but the third one whom I selected, Mr. Harrison, was obese. His academic career was excellent. I selected him on the seat of disabled persons so that he could be given all the facilities that an obese employee would require in performing his job in a better way. Also, Title I of the Act clearly states that all the employers who have at least fifteen employees working under them, must give equal chances of employment to qualified disabled persons as well so that they get all the benefits that the organization is giving to the otherwise fit persons. To me, Mr. Harrison was a physically disabled person according to the Act because his weight was hindering with his job performance, as was the definition of

What shapes women's decisions to take part in prenatal testing and Essay

What shapes women's decisions to take part in prenatal testing and screening - Essay Example As pregnancy progresses the chances of changing the normal situation to abnormal one also increases. These complications could be primarily related to mother or developing foetus and both can affect the other partner. Continuous contact between a pregnant woman and a health are provider reduces the chances of turning the situation towards real emergency situation. This care provider – client relationship not only addresses the medical issues but it becomes an excellent opportunity to discuss other related and required issues, like: nutrition, rest, event around delivery, postpartum period, care of newborn and family planning. During pregnancy, there is an opportunity for pregnant woman to get herself tested or screened as advised by her care provider. Prenatal testing and screening is a preventive measure to exclude as many pathological situations as possible so that the outcome of a pregnancy is smooth in the shape of a normal newborn. During the prenatal period, pregnant women are advised some routine laboratory tests for all women. These laboratory tests require samples from blood, urine and cervix, as well as tests for sexually transmitted diseases (STIs) (Medial Library, ACOG). The purpose of this routine activity is that if some abnormality is detected then it can be treated early before complications start because of this abnormality. Moreover, treating these abnormalities is not a big task but the effects of treating these abnormalities are significantly high. Urine is tested for the presence of sugar and proteins in the urine. High levels or sugar are of some concern otherwise sugar is excreted in urine during pregnancy but the presence of proteins suggests further work on excluding urinary tract infection (UTI), other kidney diseases or blood pressure. To look for any change in the cervix, a Pap smear is taken and assessed for any change leading to cervical cancer if it has not been taken during

How far can recruitment and selection processes under HRM be Essay

How far can recruitment and selection processes under HRM be characterised as being about 'getting the best person for the job' - Essay Example Much of the important work on the relative merits of employment structures has evolved through the debate in the industrial sociology/industrial relations and HRM literatures on the ‘flexible firm’. Several dimensions of flexibility have been identified (Blyton and Turnbull, 1998). Effective recruitment and selection are critical to organizational success. They enable companies to have high-performing employees who are also satisfied with their jobs, thus contributing positively to the firm’s bottom line. On the contrary, poor recruitment and selection often result in mismatches which can have negative consequences for an organization. A misfit who is not in tune with the organization’s philosophies and goals can damage production, customer satisfaction, and relationship with suppliers and the overall quality of work. He can also adversely affect the morale and commitment of co-workers and negate efforts to foster team work. Training your way out of a wrong hire can be very expensive. Effective recruitment and selection are therefore not only the first step towards organizational excellence, but are important cost control mechanisms as well. Although HR managers may be responsible for designing employees’ recruitment and selection systems in many firms, all managers need to understand and use these systems. After all attracting and hiring the right kind and level of talent are critical elements of business effectiveness. Stocking a company with top talent has been described as the single most important job of management (Hand, 2002). Managers being an in charge of recruiting or have a key role in the process, if they do not attract and hire the right people it can hurt the organization. Recruitment is the process of generating a pool of qualified candidates for a particular job. The firm must announce the job’s availability to the market and attract qualified candidates to apply. The firm may seek applicants

Analysis of the Louisiana Purchase Treaty

Analysis of the Louisiana Purchase Treaty The Louisiana Purchase in 1803 represented the time when the United States expanded to the West by buying an area previously owned by France for the price of 15 million dollars.[2] The purchase represented the major diplomatic success of a young nation and an opportunity to double its size and become a leading power. The area purchased would later become â€Å"the states of Arkansas, Missouri, Iowa, Nebraska, South Dakota, almost all of Oklahoma and Kansas, and large portions of what is now North Dakota, Montana, Wyoming, Minnesota, Colorado, and Louisiana.†[3] The treaty represented an interesting view of the relations between France and the US that promoted the sale of Louisiana by Napoleon Bonaparte. Additionally, the treaty also served to bring in a major political battlefield between the Federalists and Republicans concerning Article III of the treaty, raising the questions of whether the president can sign treaties and incorporate new people of a gained territory into th e union. This research paper will analyze the treaty and delve into the context behind the purchase of Louisiana by dividing it into three parts: the first part devoted to the relations between France and the US, the second to the provision of the treaty and the third to the consequences of the treaty on the constitution and its interpretation. The Relations between France and the USA Prior to the Louisiana Purchase Treaty, the relations between France and the United States of America in deep rift and experienced setbacks that led the two nations to be at war with each other unofficially. In the American side, it is known that the US received a great help in its war against Britain during the American Revolution, funding and weapons for the revolutionary warrior came directly from France. For instance, one of the major battles of the American Revolution in which America won was Yorktown, a battle that would not have been won without the help of the French navy.[4] This help did not come for free but was transformed into debt which the US agreed to pay to the kingdom of France. However, by 1792 France no longer was a monarchy but a republic exemplified by the execution of the last Bourbon king, Louis XVI and his wife Marie Antoinette in 1793.[5] Acting on this political novelty, the US chose to neutralize its country regarding the English-French war by abrogating the Alliance Treaty of Mutual Support between the kingdom of France and the United States of America. Then the US canceled paying the debt that was owed to the kingdom of France and not to the newly formed republic.[6] These two policies angered France and thus induced the two countries to be under unofficial war that was called the Quasi-War. Under these circumstances the Americans were wary when the secret Treaty of San Ildefonso of 1800 retroceded the territory of Louisiana from Spain, under King Charles IV, to the republic of France. What made the Americans feel anxious upon hearing about the secret treaty, was the possibility that French might refuse American access to the Port of New Orleans, which is of utmost importance to the Americans as it is the only way planters in the Ohio valley area could transport their goods to the American cities in the Atlantic coast. Therefore, many voices in the US such as Alexander Hamilton were asking for a military action to seize the port o f New Orleans.[7] Because Thomas Jefferson occupied the post of the American ambassador in France from 1785 to 1789, he was intending to solve the issue peacefully with France. Jefferson found an opportunity to address his fears of the French presence in the Louisiana territory through playing two sides as he accepted to help France during the slave revolution in Santo Domingo[8] to stop trading with the leader of the rebellion of Toussaint LOuverture, or at least prevent the slaves from getting any goods and at the same time abandoning his promise in a diplomatic way without igniting any conflict between the two countries. Jefferson`s decision to help France during its struggle can be explained through the fear of the Southerners from a spillover of the slave revolt.[9] However, Jefferson changed his mind when a large French army was noticed in the vicinity of Santo Domingo. As it is stated by Thomas Fleming: When Pichon (a French diplomat in The US) sought help from Secretary of State Madison, he found himself answering difficult questions: Why was the French army so large? Shouldnt Paris have explained the first consuls plans before the expedition sailed? He also mentioned the report from Tobias Lear that part of the army was destined for Louisiana†¦He asked Madison to cooperate with France by allowing him to publish a letter announcing that trade with Santo Domingo was henceforth limited to ports controlled by France. He hoped Madison would publish a statement in support of this policy. Madisons answer was a masterpiece of evasion. He said it was very difficult to control the â€Å"national spirit† of a nation as commercially minded as the United States. The Southern states might support such an embargo because they feared the rebellious message LOuverture personified. But the Northern states, already rather hostile to the South, would violate it with impunity to sell their products to LOuvertures regime[10] Secretary of State James Madison found a clever of way of both keeping good relations with France and at the same time making sure that the revolt in Santo Domingo would eventually exhaust the French soldiers and prevent them from making their way to Louisiana. The United States of America at the beginning was not intending to buy the area of Louisiana, on the other hand the basic aim of Jefferson was to convince Napoleon Bonaparte to sell him the city of New Orleans. Jefferson was moved by the fear that foreign countries were intending to obtain the city hence, as the city serves to control the river of Mississippi, would jeopardize the right of America in the river. With Spain refusing to give access to Americans to use the river of Mississippi and access the port of New Orleans in 1798, due to a conflict between the US and Spain even though America signed the Pinckney Treaty, also known as San Lorenzo treaty, with Spain in 1795. Jefferson needed a way to let Americans gain access to the Mississippi River without being compelled to the desires of a foreign country. When Jefferson`s emissary, James Monroe, and Robert Livingston, proposed to Napoleon selling the city of New Orleans to the US, Bonaparte was ready to give not only the city b ut the whole area of Louisiana. The argument of Bonaparte was according to Thomas Fleming: I can hardly say I cede it to them,† Napoleon admitted. â€Å"For it is not yet in our possession. [But] If I leave the least time to our enemies, I will transmit only an empty title to those republicans whose friendship I seek. They ask for only one town of Louisiana [New Orleans]; but I consider the whole colony as completely lost, and it seems to me that in the hands of that growing power, it will be more useful to the policy and even the commerce of France than if I should try to keep it.[11] The readiness of Napoleon Bonaparte to not only sell New Orleans but also the whole territory of Louisiana surprised Jefferson and made him interested in buying the land. To his utmost astonishment, Robert Livingston was instructed by Thomas Jefferson to bargain a deal with Napoleon regarding the city of New Orleans and Florida with the price of 10 million dollars. At least, in case the deal was repudiated by Napoleon to at least obtain an agreement on the access to the port of New Orleans and the Mississippi river.[12] France`s Minister of the Treasury, Franà §ois Barbà ©-Marbois, played a pivotal role in convincing Bonaparte to sell the territory by pointing to its uselessness without the colony of Santo Domingo. Jefferson as well as Bonaparte were keen on signing the treaty as soon as possible, because Jefferson needed access to the land before any foreign country contesting the treaty, mainly Britain and Spain, would try to invade the territory. While Bonaparte was eager to ha ve money as soon as possible to finance his war adventures in Europe. Both Leaders were aware of the lack of legality in the Louisiana Purchase treaty due to Article III of the Treaty of San Ildefonso which states: His Catholic Majesty promises and undertakes on his part to retrocede to the French Republic, six months after the full and entire execution of the above conditions and provisions regarding His Royal Highness the Duke of Parma, the colony or province of Louisiana, with the same extent that it now has in the hands of Spain and that it had when France possessed it, and such as it ought to be according to the treaties subsequently concluded between Spain and other states.[13] The legal issue concerned the phrase that France will not cede the Louisiana territory to any foreign country. However, practicality won over legality and the legal issue was ignored, mainly due to the need of French empire for fund to cover its war expenses. As the United States could not summon the amount of 15 million dollars, Americans propose instead to sell their bonds to France and thanks to Baring and Company of London and Hope and Company of Amsterdam America was able issue 11.25 million dollars to cover its wars and empire building expenses.[14] The Provisions of the Treaty The Louisiana Purchase Treaty was signed on April 30, 1803. The treaty includes 10 articles and the audience was the Americana and French public. The treaty begin by mentioning that the misunderstanding, embedded in Article III and Article V of the Convention of 1800 between the French Republic and the United States of America regarding the US claims based on the Treaty of Friendship Between Spain and The United States in October 27, 1795, would be solved upon the signature of the treaty. The American delegated to Robert R. Livingston and James Monroe the task of signing the treaty with Francis Marbois Minister of the public treasury from the French side. Article I specified the right of France in the territory regardless of the provisions of Article III of St Ildefonso as France was the former owner of Louisiana territory before it was given to Spain. In Article I, France used the adjective â€Å"incontestable title†[15] to describe its ownership of the territory. Thus, Spain cannot compel France to not sell the land to any third party or dispute its title to the area. In addition, the treaty is seen as strong proof of his (Napoleon) friendship[16] to the United States. Therefore, the territory to be given to the US is the same one given to France by Spain as it was stipulated in the treaty of St Ildefonso with with all its rights and appurtenances.[17] Nevertheless, The Louisiana Purchase Treaty angered the Spaniards during its ratification by France and The US. First, because it violated Article III of the Treaty of San Ildefonso, and second, because Spain was not interested in seeing Louisiana under the hands of Americans as it will divert their attention to the silver mines in New Spain[18]. However, due to the military weakness of Spain, it eventually and reluctantly accepted the situation. Article II stipulates that all the islands and territories, unless they are private property, are going to be in the possession of the US. Article III postulates the right of the inhabitants of Louisiana Territory to be given full rights just like the US citizens, based on the US constitution the federal government will protect the rights of freedom, respect of their property and religion. The fear from the mistreatment of the Louisiana inhabitants, who were predominantly Catholic, was generated from the fact that since the US is predominantly Protestant the right of Catholics will be transgressed. Furthermore, there is also the issue of private property of the inhabitants of the territory once it will be transferred to the US, the concern that the US might usurp them of their rights. In order to make sure that the points agreed on by both the government of France and the US are respected, Article IV states that France will send a Commissary[19] to the area of Louisiana to make sure that the provision of the treaty are all done without any problem. Article V addresses the issue of the soldiers of both Spain and France that are already in the territory during the signature of the treaty. Upon signature of the treaty they will be under the command of the commissary appointed by Thomas Jefferson with the idea that they will be embarked to their countries in the period of three months. The purpose of lingering the stay of both Spanish and French soldiers was issued on the grounds of practicality, as the US did not know the whole region and the deployment of those soldiers will take time to prevent any conflict between the three militaries. Article VI addresses the right of Indians that live in the territory and asking the US to abide by the treaties signed between Spain and Indians. Although France describes its title to the Louisiana territory as â€Å"incontestable,†[20] it is worth mentioning that France did not literally sell the land of Louisiana to the US but instead sold its claims to it, as the area was already inhabited by Indians.[21] The French Foreign Minister, Charles Maurice de Talleyrand, did not even know the exact boundaries of the territory it was just speculated that the area covers â€Å"from the Canadian border to the mouth of the Mississippi, and from the western bank of the great river to â€Å"the Shining Mountains,† the Indian name for the Rockies.†[22] Article VII stipulates that both France and Spain have the right to access the port of New Orleans without paying any duties other the one being paid by US citizens in the period of 12 years. At the same time, no other nation other than Spain and France would have the same privileges to the port of New Orleans. The bottom line was to not disturb the economic activities that were already in the territory by the treaty and to allow the people who did business in the area to adjust to the provisions of the treaty without losing their economic activities and protect their way of living. The period of 12 years will start after three months from the ratification of the Louisiana Purchase Treaty. Nonetheless, even after the period of 12 years, France will still be treated as the footing of the most favored nations[23] in New Orleans port according to the words of Article VIII. Besides the issue of US neutrality during France-England war, the major problem that prompted the Quasi-War, the question over the future of US debt towards France was addressed in the Louisiana Purchase Treaty under Article IX: The particular Convention Signed this day by the respective Ministers, having for its object to provide for the payment of debts due to the Citizens of the United States by the French Republic prior to the 30th Sept. 1800 is approved and to have its execution in the Same manner as if it had been inserted in this present treaty, and it Shall be ratified in the same form and in the Same time So that the one Shall not be ratified distinct from the other.[24] Article IX abides the US to continue paying its debt, prior to 1800, to France even though the regime in France has changed from a monarchy to a republic, thus solving a major issue as it was the reason behind the rift in the relations between the two countries after the French revolution took place in France. The agreement reached regarding the debt was of utmost importance to the French as they emphasized that the ratification of the treaty goes hand in hand with the ratification of the debt by making them two face of one coin. Article X, points to the fact that the treaty shall be ratified in the Space of Six months[25] after the signature of the treaty, while bearing in mind that the original treaty is the French version which is understandable as the French are the ones who were selling the land. The treaty was eventually signed by Robert Livingston, James Monroe and Barba Marbois, while the exact date of signature is April 30 in the French version it was written as the tenth of Floreal.[26] Regarding the English version of The Louisiana Purchase Treaty and apart from the difference in terms of French Republican Calendar, Article I included an excerpt from Article III of the Treaty of San Ildefonso in which the English verb â€Å"cede† was the equivalent of â€Å"rà ©trocà ©der† in the French version of the treaty.[27] The verb retrocede implies that the area of Louisiana was in prior possession of France whereby the verb â€Å"retrocede† means return back while the verb cede overlooks the fact that Louisiana was a French territory in the beginning, and instead deems it as a transfer of Spanish territory. In fact, the first settlers in Louisiana were the French, however due to the defeat of France and its allies (Spain) in the Seven Years War against England between 1756 and 1763. France decided to give the area to Spain under the Treaty of Paris in 1783 to compensate for the Spains loss of Florida.[28] The use of the word â€Å"cede† by Am ericans implies that Americans were not interested in allowing the French to one day come and ask for the territory again, they had with Spain. The Consequences of the Treaty on the US Constitution and its Interpretation Thomas Jefferson might have won the battle over the illegality of the treaty as it transgressed Article III of San Ildefonso Treaty. However a battle was awaiting him internally over the constitutionality of the treaty. The interpretation of constitution was a major issue that divided the two parties in congress. The Republicans were saying that anything that was not included in the constitution is unconstitutional while the Federalists wanted to broaden the constitution to give more influence to the central government. This line of reasoning changed with the Federalist resorting to a narrow and limitless interpretation of the constitution in contrast with the Republicans who were aiming for a broad interpretation of the constitution to allow the integration of Louisiana territory into the union. The origin of the sudden change of both parties has to do with the concern of New England that allowing the US to grow West would hurt its electoral power.[29] They were not against the inq uisition of Louisiana as a territory as they were also hoping to enlist Canada into the union but for political reasons the Louisiana Purchase was threatening to the Federalist Party. Ironically, it was the states of New England who paid for the Louisiana Purchase due to its high import duties compared to the South.[30] Jefferson was faced with a dilemma: he is republican who is strict to label any policy that is not described in the constitution as unconstitutional and simultaneously wanting to find a loophole for the treaty to be constitutional. Basically, Thomas Jefferson wanted to buy the Louisiana territory without the need to ferret the constitution for any provision that would make the purchase legal. President Jefferson faced two options either to search for a constitutional provision that would allow him to make the purchase or sign the treaty without the need of a backup from the constitution. In the end, President Thomas Jefferson opted for the latter choice under the advice of Attorney General Levi Lincoln by playing on words, which is instead of saying adding a new territory the USA, would say expand its territory that already existed.[31] In his eighth Congress speech, President Thomas Jefferson avoided talking about the constitutionality of the Purchase, and as there were more Republ icans than Federalists in the house the treaty was signed by the congress. Conversely, many Federalist congressmen opposed the treaty such as Gaylord Griswold who not only tackled the issue of constitutionality of the treaty but also asked for proof that the territory was under French rule and not the Spanish one. Federalists were trying to find any loophole about the treaty as they were afraid that America would be overwhelmed by Louisiana which would result in the loss of their political and economic power. Nevertheless, the Republicans consolidated their case with two arguments: first, if the constitution does not specify the right of the state to sign treaties then not only is The Louisiana Purchase Treaty illegal but also all the treaties that America signed in the past. Second, it is true that the US constitution never stated the expansion of America, yet the constitution cannot be confined to the instance when the constitution was drafted, as the Northwest and South expansion were not settled, thus the illegality of the treaty cannot be viewed from a narrow understanding of the constitution. Article III of the Louisiana Purchase Treaty stated: The inhabitants of the ceded territory shall be incorporated in the Union of the United States and admitted as soon as possible according to the principles of the federal Constitution to the enjoyment of all these rights, advantages and immunities of citizens of the United States, and in the mean time they shall be maintained and protected in the free enjoyment of their liberty, property and the Religion which they profess. [32] The constitutional problem of the treaty rested in this Article as it talked about including new people into the Union. The problem of including the population of Louisiana into the Union was based on the fact that America, for the first time in its history, included an area that is diversified in terms of language (French), religion (Catholicism) and race (Creoles) in contrast with the Anglo-Saxon-protestant character of the US.[33] Under Article III of the treaty, the population of Louisiana had the â€Å"rights, advantages and immunities of citizens of the United States.†[34] However, Jefferson did not keep the promise of the Treaty of Louisiana Purchase to treat them like Americans. What is surprising is that Napoleon did not use this pretext to get Louisiana back as it is stated by Thomas Fleming: â€Å"no one seemed to give any thought to the way the legislation violated the treaty with France, which had guaranteed the inhabitants all the rights of U.S. citizens. The J effersonians were giving Napoleon a perfect pretext to declare the sale of Louisiana invalid whenever it suited him.†[35] The way the rulers were appointed by Jefferson in Louisiana raised the issue not only of the constitutionality of Article III but also the lack of submission to Article III in the first place. As it is stated by Thomas Fleming: In New Orleans†¦the new U.S. rulers were facing a hostile populace†¦It contained not a trace of democracy. Every official, from the governor to judges, was appointed by the president. There was no provision for trial by jury. Jefferson had decided that the French Creoles lacked the education and experience to participate in democracy.[36] Therefore, Article III faced two problems: was it constitutional? And was it fulfilled? Eventually, Thomas Jefferson would abide by the provision of Article III when the congress passed an act in March 2, 1805 that would allow the state of Louisiana to have an elective body of 25 members.[37] Conclusion The Louisiana Purchase treaty was a major treaty that allowed the US to double its size and become a strong power as well as empowering the central government. Jefferson was a pragmatic person who in spite of his strict definition of the constitution, thought it was for the best interest of the United States of America to seize the opportunity of acquiring a vast land. The constitution issue of the treaty paved the way for the Supreme Court under the chief justice John Marshal in 1828 to regard the powers of the president to sign treaties as a constitutional right, thus ending the issue of illegality of the treaty as both acquiring new territories is allowed in the constitution either by conquest or treaty.[38] In addition to solving the constitutional dilemma, the treaty was a major build-up for peaceful relations between France and the US or to be more accurate the return of the relations between the two countries to be normal in spite of the regime change in France. Bibliography

Research Proposal for Academic Achievement and Parental Involvement Ess

Abstract Most recently there has been much heated debate regarding our children's education and the blamed responsibility to be in the hands of the educational system. However, researchers and educators generally agree that parents play an extremely important role in students' academic development. Parents have been found to actually have the advantage over peers, educators, counselors, and other professionals. This study examines the assumed relationship with a student's academic achievement and the amount of parental involvement they receive. There also seems to be an increasing trend toward higher educational expectations. High school sophomores in 1990 were more likely than sophomores in 1980 to report the expectation of receiving a bachelor's or advanced college degree. Educational attainment does appear to be increasingly important to students, parents, counselors, and teachers. These apparent trends in educational expectations and advice given by adults were consistent across races, socioeconomic strata, school type, section of the country, and student achievement levels (Rasinski et al., 1993). The purpose of this study is to merely examine the relationship between parental involvement and academic achievement. With the study of these two topics there are many various variables that help in determining the eventual out come. It is extremely difficult to form any conclusions regarding parental involvement because for the variety in conceptualization and the subjective measurement of parent involvement. Other variables obviously play important roles such as, internal locus of control (Baumrind, 1991; Trusty & Lampe, 1997), and self-esteem (Chubb & Fertman, 1992). It is generally accepte... ...reement with perceived maternal and paternal educational goals. Journal of Marriage and the Family. (43, 85-93). Smith, T. E. (1991). Agreement of adolescent educational expectations with perceived maternal and paternal educational goals. Youth & Society. (23, 155-174). Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development. (63, 1266-1281). Trusty, J. (1996). Relationship of parent involvement in teens' career development to teens' attitudes, perceptions, and behavior. Journal of Research and Development in Education. (30, 317-323). Wilson, P. M., & Wilson, J. R. (1992). Environmental influences on adolescent educational aspirations. Youth & Society. (24, 52-70).