Vidas free essay sample

Washing buffer is pipetted in and out of SPR ? unbound or nonspecifically bound sample is removed VIDAS Steps and Principle (cont. ) 3. Enzyme conjugated antibody (2nd) specific for target organism is pipetted in and out of SR ? 2nd antibody binds to organism captured previously by the 1st antibody VIDAS Steps and Principle (cont. ) 4. Washing buffer is pipetted in and out of SPR ? unbound or non-specifically bound 2nd antibody is removed VIDAS Steps and Principle (cont. ) 5. Enzyme substrate is pipetted in and out of the SPR substrate is broken down by enzyme on the 2nd antibody to form a fluorescent product Antibody enzyme conjugate Substrate VIDAS Steps and Principle (cont. ) 6. Reaction product is pipetted into the cuvette and the fluorescence read VIDAS system See lab sheet †¢ Must be calibrated prior to use of each lot of kit A standard is provided with the kit for the calibration – Calibrated value of standard is kept in the system for 14 days VIDAS result? (report shows 3 sets of number) 1. We will write a custom essay sample on Vidas or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Background 2. RFV 3. TV 3 sets of number in VIDAS report 1. Background fluorescence in cuvette before the run 1. RFV (relative fluorescence value) = fluorescence in cuvette after the run minus the background 1. TV (test value) = RFV of sample / RFV of standard Analysis of VIDAS result †¢ TV (test value) of sample is compared to that of threshold values – High and low threshold values – Pre-established by the supplier of the VIDAS system for the assay Analysis of VIDAS result TV of sample ? high threshold value lt; high threshold value ? low threshold value lt; low threshold value Result Interpretation + ? ?

Asia Pacific Security Study Essays

Asia Pacific Security Study Essays Asia Pacific Security Study Essay Asia Pacific Security Study Essay ASIA PACIFIC SECURITY STUDY 1. The Asia-Pacific Center for Security Studies is a one of two U. S. Department of Defense regional studies centers (The other is the Marshall Center in Europe.). It was established on 4 September 1995 as a direct reporting unit to the Commander in Chief, U.S. Pacific Command. The center is a multilateral, non-war fighting, academic institution which focuses on security at the national policy level. It explores how the increasingly complex interrelationships of military, economic, political, and diplomatic policies interact to create regional stability or instability. 2. The centers mission is to foster understanding, cooperation, and the study of security-related issues among military and civilian representatives of the U. S. and other Asia-Pacific nations. This mission complements and supports the U. S. Pacific Commands Cooperative Engagement Strategy. The center is also a manifestation of former Defense Secretary Perrys concept of preventive defense. Approach 3. The center takes a two-prong approach to the study of security issues. (a) first through the College of Security Studies which focuses on future leaders. (b) second through a Research and Conference Center which focuses on current leaders. 4. The center provides a focal point where national officials, decision makers, and policy makers can gather to exchange ideas, explore pressing issues, and achieve a greater understanding of the challenges that shape the security environment of the Asia-Pacific region. The Colleges Curriculum 5. Security is the major theme, and the relationship among future military and government civilian leaders from 45 countries in the Asia-Pacific region is the focus. a. The Core Curriculum provides grounding in significant issues affecting the Asia-Pacific region, including diplomatic and military matters, economic issues, and socio-cultural concerns. The emphasis of the core course is on studying ways to create and maintain cooperation in Asia-Pacific relations. b. The Advanced Studies Program (electives) complements the core curriculum. The college offers graduate-level courses designed to provide participants the opportunity to broaden and deepen their studies on selected topics. Each participant takes at least four electives during the 12-week program of study. c. Group Study Projects supplement the classroom components of the curriculum. Participants form small study groups (three to five members each) to examine selected aspects of specific geographic areas or specific regional themes. d. The Field Studies Program expands the centers academic analyses of important regional issues (military, scientific, economic, and political) through site visits that may involve interviews and discussions. Some examples are the underground operations of the Hawaii Civil Defense Center, a visit to all the military commands in Hawaii, and an off-island trip to the Maui High Performance Computing Center and Pacific Disaster Center. e. Skills Courses provide voluntary specific training in areas such as use of computers and various software programs, accessing the Internet and other practical subjects. F. The Professional Enhancement Program provides an opportunity for involvement in personal and professional enhancement sessions with visiting dignitaries and experts in a variety of fields. Some of the topics are: Asian Security Issues; International and Regional Organizations; Nations, States, and Ethnic Identity; Access to and Competition for Resources; Demographics; Ethics, Rights, and Security; The Media and National Security; The Policy Process; Confidence and Transparency; Peacekeeping Operations, Humanitarian Assistance and Disaster Relief. Participant Nomination and Selection 6. Nominations for foreign representative participation in the 12-week College of Security Studies courses come through the American embassies for final approval at the Asia-Pacific Center. The U. S. nominations come from the various military commands and government organizations through the college registrar. The participants are high-ranking military and government civilians (Lt. Col./Cmdr., Col./Capt., and equivalent civilian rank) who are involved in regional security issues and are identified as the future leaders of their respective militaries or defense institutions. Candidate from Malaysia for year 2010 was attended APCSS course in Hawaii are as follows. a. Kol Mohd Zaki bin Hamzah, Army HQ 29 Apr-6 Jun 10. b. Lt Col Khairi Asri bin Baharin RMAF, Air Forces HQ 8 Jul â€Å" 5 Ogos 10. c. Cept Yeow Ho Siong RMN, Joint Force HQ â€Å" 21 Oct â€Å" 10 Dec 10. Alumni Associations 7. Alumni Relations APCSS has more than 4,500 graduates and more than 40 alumni associations in locations such as: Australia, Afghanistan, American Samoa, Bangladesh, Bhutan, Cambodia (informal association), Canada, Chile, Comoros, Cook Islands, Fiji, Guam, Hong Kong, India, Indonesia, Iraq, Japan, Lebanon, Maldives, Madagascar (w/Africa Center), Malaysia (127 Officers From MAF are APCSS Alumni members), Mauritius, Marshall Islands, Micronesia, Mongolia, Nepal, Pakistan, Palau, Papua New Guinea, Peru, Philippines, Republic of Korea, Russia, Solomon Islands, Sri Lanka, Taiwan, Timor-Leste, Thailand, Tonga, Tuvalu, Vanuatu, Vietnam, and United States (DC Hawaii). 8. APCSS continues to engage more than 4,000 graduates as part of an Alumni Program. Fellows serve as future guest speakers and assist in outreach efforts in their countries. They also have access to the APCSS Alumni Network to share information and research regional and global security issues. Conferences APCSSâ„ ¢ tightly focused conference program attempts to anticipate the most challenging regional and transnational security issues and cooperation tasks ahead. These serve as a forum for key regional interagency, multinational security policy drafters and decision makers to develop cooperative approaches to these problems. 9. The Alumni Program. Povides a forum for former graduates and faculty to maintain contact with the Center and with each other. We maintain a data base of all graduates and former faculty members to help you stay connected with APCSS and each other. Additionally, we provide information on the whereabouts of our alumni to our Center director and deputy director so they may meet with you socially during their travels throughout the Asia-Pacific region. 10. Focused Outreach Events. APCSS staff and faculty routinely travel throughout the Asia-Pacific region to conduct mini-courses, conferences and research that address specific needs identified by host nation and U.S. Embassy officials 11. Research. APCSS faculty members conduct research that strengthens communities of influence via partnered research on future security issues. In addition, APCSS coordinates and reports on a series of annual consultations with counterpart organizations in regional countries. Reports, papers, articles and books, are available on our website at www.apcss.org 12. Visit Program More than 1,000 visitors come to APCSS each year including senior leaders from the U.S. and other countries throughout the Asia-Pacific region. Visitors participate in roundtable discussions and serve as guest speakers. 13. College of Security Studies. Fellows in the College come from throughout the region and consist of senior military and government civilian equivalents in security-related positions. The course under college of Security Studies are as follows: a. Senior Executive Course:?   Transnational Security Cooperation (SEC).Description. An intensive program for current leaders on the upward track for positions of significant national (and possibly international) responsibility. Designed for senior security practitioners from the Asia-Pacific region now serving in positions that require experience and rank at the one- to four-star military and civilian-equivalent level (intent is to replicate a forum consisting of practitioners who influence security cooperation). Curriculum emphasizes the impact of change in the region, as well as capacities leader and institutional to manage change. The course integrates a challenging program of guest speakers, along with interactive seminar workshop dialogues and action-planning Course attendees join an expanded network of contacts among regional security practitioners that include their fellow classmates and APCSS faculty, as well as a regional community of expertise via a dedicated web portal used by APCSS alumni and others. b. Advanced Security Cooperation?   (ASC). The Advanced Security Cooperation (ASC) course is designed to advance knowledge, skills and networks related to multilateral security cooperation in the Asia-Pacific Region among mid-career security practitioners representing national government agencies and other influential regional and national entities. The course intends to stimulate strategic analysis and understanding of major security trends and challenges in the region, available and desirable tools and processes of their mitigation as well requirements for developing adequate national security sector capabilities to support regional effort of confidence-building, preventive diplomacy, conflict resolution and crisis management. Additionally, the course seeks to enhance individual leader skills in critical thinking, communication, collaboration and decision-making in complex multinational and culturally diverse environments. c. Comprehensive Security Responses to Terrorism Course.This course provides CbT security practitioners in the Asia-Pacific region, as well as other designated countries around the world, the operational and strategic-level skills necessary to enhance their ability to understand and combat terrorism and transnational threats.?   Through faculty lectures, guest speaker presentations, real-world case studies, seminar discussions and tailored ?  exercise scenarios, CSRT Fellows explore the nature of todayâ„ ¢s terrorist threats, better appreciate the challenges associated with countering ideological support for terrorism and violent extremism, achieve a more common understanding of global and regional terrorism challenges, analyze tools and capabilities for combating terrorism and transnational threats in order to promote appropriate strategies.?   The CSRT course is designed to build relationships between and among the United States and current and future CbT practitioners of participating countries in order to develop trust, confidence and specific methods necessary for increased information sharing, reduction of obstacles to cooperation in the international collaborative effort against those who use terror to achieve goals.?   The curriculum focuses on the non-warfighting aspects of security and is divided as follows:?   ?  Understanding; Framing and Assessing the Challenge; Formulating Responses to the Challenge; and Strategy Application.?   After leaving the Center, CSRT graduates are able to continue their collaborative efforts through IT/ET enabled portal connectivity. d. Comprehensive Crisis Management (CCM). Description: The Comprehensive Crisis Management (CCM) Course is a 4-week course that focuses on developing leader skills in five core areas: Comprehensive understanding of the complexity of crisis situations, strategic assessment, cooperation and collaboration, communication and use of appropriate technology. Offered once a year, the course is ideal for practitioners whose current or future responsibilities lie in the field of crisis management and recovery. Mid-career to senior practitioners including 0-4 (Major) to 0-6 (Colonel)- level military personnel, and civilian equivalents from diverse backgrounds such as law enforcement, government ministries and disaster management authorities are welcome to attend. Participants are also encouraged from NGOs, regional and international agencies and organizations, and academia. Participants come from all over the Asia-Pacific region, and in any one course may be drawn from as many as 45 nations and entities. Crises are dramatic disruptions in the political, economic and social life of a nation. Their causes are diverse and range from conflicts to natural disasters, but they can seriously disrupt a populations capacity to survive and the ability of national authorities to respond. Reflecting their complexity and scale, crises require a response that is well-coordinated and multi-sectoral in nature. Very often, the assistance of international actors may also be needed. Therefore, the course will emphasize broad, strategic-level themes and considerations rather than tactical prescriptions. e. Asia-Pacific Orientation Course (APOC). Course Description.?  The course provides an introduction to Asia-Pacific culture, politics, protocols and challenges, while addressing U.S. interests in the region. The curriculum is focused by day and examines: Day One) Regional Perspectives, Day Two) Treaty Alliance Partners Security Challenges, Day Three) Key Regional Players Security Challenges, Day Four) Regional Issues, and Day Five) Transnational Challenges. Attention is given to both historical and emerging issues. The course includes a rigorous program of lectures and interactive sessions, and three break-out seminar sessions. f. Senior Executive Asia-Pacific Orientation Course (SEAPOC). The course provides an introduction to Asia-Pacific culture, politics, protocols and challenges, while addressing U.S. interests in the region.?   The curriculum is focused by day and examines: Day One) Regional Perspectives, Day Two) Regional Issues, and Day Three) Transnational Challenges.?   Attention is given to both historical and emerging issues.?   The course includes a rigorous program of lectures and interactive sessions, and three senior-leader seminar sessions.?   ACTIVITIES 14. FY 2011 College Calendar. |Course |Course # |Start |End | |Comprehensive Security Responses to | | | | |Terrorism (CSRT) Course |11-01 |24-Feb-11 |25-Mar-11 | |Comprehensive Crisis Management (CCM) | | | | |Course | | | | | | | | | | |11-01 |07-Jul-11 |05-Aug-11 | |Advanced Security Cooperation (ASC) Course | | | | | | | | | | | | | | | | | | | | |11-01 |28-Apr-11 |15-Jun-11 | |Transnational Security Cooperation (TSC) | | | | |Course | | | | | | | | | | |11-01 |07-Feb-11 |11-Feb-11 | | |11-02 |11-Apr-11 |15-Apr-11 | | |11-03 |19-Sep-11 |23-Sep-11 | |Asia-Pacific Orientation Course (APOC) | | | | | | | | | | |11-01a* |05-Oct-10 |09-Oct-10 | | |11-01b |24-Jan-11 |28-Jan-11 | | |11-02 |11-Jul-11 |15-Jul-11 | | |11-03 |26-Sep-11 |30-Sep-11 | |Senior Executive Asia-Pacific Orientation | | | | |Course (SEAPOC) | | | | 15. Summaries Of Past APCSS Activities has been Involved by Malaysian Armed Forces. The detail activities are as follows: a. Workshop: Southeast Asia Regional Multi Sectoral Pandamic Perparedness and Response Table Top Exercise: b. Date : 16-20 Aug 2010. c. Functional Theme: Cooperative Effort in Support to US Pacific Command. d. Geographic Focus : Southeast Asia/ASEAN Nation. e. Objective are as follows: (1) Gain common understanding by all participants of existing regional preparedness and response plans and mechanisms; (2) Confirm essential services sectors and identifying planning and response elements and issues that influences the preparedness and continuity of operations by government and civil society and the national and regional level, including sectoral interdependencies that may result in additional effects; (3) Determine when an initial health crisis response changes to a multi-sectoral crisis severely impacting the functioning of society and interaction among countries within a region; identify key trigger points for actions by ASEAN (as an organization), ASEAN Member States and other regional and international organizations and assisting states; (4) Identifying the gaps in how ASEAN (as an organization) and ASEAN Member State coordinate and cooperate amongst themselves, and with UN and other key international agencies including donors, develop strategic option for regional cooperation when the response requires broader efforts; (5) Examine the regional communications strategy, protocols and plans for possible improvements; and (6) Identify recommendation strategy, protocols and plans for possible improvements to existing standard operating procedures (SOPs) and plans for interagency and cross-border cooperation. g. Location: Phnom Penh Cambodia h. Participant. Participant from Malaysian Armed Forces and National Security Council (NSC) as follows: a. Col Mohd Halim bin Khalid (3002599) Director of Defence Operations Training Division. b. Col Dr A. Halim bin Hj Basari (3005657) Director of Pharmacy Health Services Division. c. Lt Col Mohd Sakri bin Hj Hussin (NSC)

Changing In The Role Of Management Accountant Accounting Essay

Changing In The Role Of Management Accountant Accounting Essay Abstract This essay gives an overview of the changing role of management accountant and the management accounting practices. An idea of how these changes were developed and the factors behind the changes what were the reasons for implementing the changes, what were the main drivers and to what extent these changes are now being practice in the real business world? Introduction Over the few decades- many writers have pointed to the work of Johnson and Kaplan (1987) as an organ in this respect that there has been a shift in the expectation of management accountant. This essay is a brief overview of why, how, and to what extent there has been a change in the role of management accountant over the last three decades. In the past decades business environment has changed significantly, this is mainly because of the changes in technology and ever growing demands of business managers all around the globe. These changes have brought a significant level of change in economical factors of busi ness world and management accounting is no exception. And with these changes management accounting as a whole is effected, it has brought changes in accounting system and techniques and has been subject to various debates as to bring changes in the function of accounting. Nevertheless, there have been mainly two types of development: adoption of new tools and techniques which enhances accounting practice, and on the other hand change in the role of management accountant, which is towards acting more in decision making and advisory rather than solely focusing on providing information. In the following sections this essay will give a brief idea of the main reason behind the changes and how these changes effected the management accounting practices and to what extent these changes are adapted by the accounting sector. Reasons for the changes The ever changing environmental and technological factors has affected the global economy in past few decades, and accounting and finance is a key player in running any economy. And as being a major factor in running any economy accounting practices has suffered significantly. But the focus in this essay is on management accounting and its practitioner and why, how and to what extent there has been a change in their practice. Laboring under the shadow of financial reporting, auditing and taxation, on number of occasion’s management accounting has escaped the spotlight of critics. Often management accounting and the role of management accountant is relegated to the lower crust of accounting, and was limited to the role of organizational book keeping and budgeting and sometimes only to the extent of obligatory university or professional body courses. But if we look in this matter from historical point of view management accounting was and to some extent still considered as a dull profession. We can say that due to globalization of markets which have increased competition, and now markets are more volatile, where reaction time is very little for companies to act. Advancement in information and production technologies, which have reduce the time of information processing by accounting specialist and has enabled other organizational staff to take up tasks by themselves which were previously labeled for accountants.   [ i ]

Why is ethically correct to criticize competitors through comparative Essay

Why is ethically correct to criticize competitors through comparative advertisement - Essay Example Ever since its approval, comparative advertisements has been compared to a double edged sword in which it promotes one product whereas demotes the other. An ideal comparative advertisement provides the customers with honest and sincere information in order to compete with a product so that the consumers can make a better choice while purchasing the commodity. Various researches proved that comparative advertisements help to create awareness among consumers, hence, the less popular brands become popular and the market for the popular brands tend to decrease. Comparative advertisement is considered unethical when the comparison provides the consumer with fake information and misleads the customer on purpose. Hence unethical comparative advertisements may also result in lawful proceedings. In accordance with one court any oblique remark, any indirect proclamation or any suggestions that may mean more than one thing are considered unethical. It is also considered wrong if an advertisemen t flatters their product in comparison to other. Furthermore, any sort of name calling, insulting and finger pointing are considered wrong and should be avoided at all possible costs when indulging in comparative advertisements. To keep a check and balance on comparative advertisements and to keep it within limits various organizations in the United States such as American Association of Advertising Agencies, the National Association of Broadcasters and the FTC have issued do’s and don’ts of comparative advertisements. One such example is of NBC, which says that the companies should not discredit, disparage or attack the competitors, products or industries in an unfair way (BoveÃŒ e & Arens, 1982). A list of guidelines by The American Association of Advertising Agencies is made up of ten points which ensures that a comparative advertisement remains within the ethical boundaries. The first point

Economic Report on Housing Sector in Scotland Essay

Economic Report on Housing Sector in Scotland - Essay Example This paper is divided into three parts. Part A will present an analysis of the Scottish housing market for the first decade of the new millennium (2000-2010). It will look at the major factors affecting demand, supply, and price of housing units. In the process of analysis, it will also seek to determine whether the housing sector in Scotland is volatile or not and what are the reasons for this. Part B will go on to review specifics regarding the reasons for the ups and downs in the housing sector. Part C will differentiate between factors that are indigenous to Scotland and factors that may affect the whole of the UK housing sector. It will then end with recommendations to be implemented that when done, will hopefully reduce the volatility of the housing market in the UK in general and in Scotland in particular.  Ã‚  Available data shows that the average number of new housing units established per year in Scotland since the 1980s was 20,000 units; these have however peaked at 25,0 00 in 2007 and there has been a decline since then to around just 17,000 units in 2010. This decline was seen in the years 2009 and 2010. The average UK house price was  £163,244 at the end of 2010, with London being the most expensive region in the UK overall, and Edinburgh leading the price rise in Scotland.  Aberdeen City and Aberdeenshire were areas that had recorded a housing demand growth of 4 percent over the year ending December 2010. These areas have benefitted from strong and stable economic opportunities.  

Income and Wealth Equality Essay Example for Free

Income and Wealth Equality Essay Discuss whether the most effective way to have income and wealth equality is to tax income more progressively. Income is a stable flow of money, often a salary, which someone works for but this can also be made through interest on savings. This flow of money is often very unequal from person to person due to wage differentials, this then creates inequality. Wealth on the other hand is a stock of assets which have a market value, which may change over time e. g. houses or cars. These are often inherited but can be bought by someone through their income. Wealth and income often found together however someone who is wealthy doesn’t always have a large income. Their relationship with inequality is also very different with a lot more inequality found in wealth as a fifth of wealth is concentrated among the richest one per cent of households however there is still some in income. One way the government can stop this inequality is through a progressive taxation system that aims to tax the poorest people very little but make the money up by taxing the richer. This would work at several boundaries with someone income being taxed higher when it exceeds a certain limit. This then creates equality as the richer people have less money and the poorer have more from not paying tax and then the unemployed get benefits. This then reduces the budget deficit as the tax payers pay for people benefits, helping to reduce the class system. However one problem with this is that it may cause the highest earners to leave the country to avoid paying tax and companies moving their headquarters abroad where they will pay less tax. This happened in the 70s with the rolling stones but is also happening with corporations such Amazon and Costa and this something that may happen more if the richer are taxed too much. This is also taking money out of the economy as they spend their money abroad, out of the flow of income in the UK. Another problem with this system is that it creates ‘the poverty trap’. A type of government failure, this is when there is no incentive for people to get off benefits as they won’t make any more money. To stop this there may need to be a re-evaluation of the system as the replacement ratio is too high. This can also create poor attitudes, with generations of people not working. This is also found in the work place with some people refusing pay rises as they will have to pay more money in tax as they go through a tax boundary. However more recently this has happened with child benefits as these are being reduced depending on how much someone earns another reason why someone would refuse a pay rise. Wealth is often harder to tax however it is often caused by income so the tax system previously described may be used to reduce wealth and thus stopping inequality. This system can also be found in wealth though, with inheritance tax being used progressively. For example any money above 325,000 is taxed at 40%. This then creates a source of revenue for the government but also stops people inheriting huge sums of money, stopping inequality. However this system has its flaws as the tax has to be paid first, it could also be argued as unfair as someone who works for their money is entitled to leave it to who they want, especially as it was already taxed when it was earned. This system has also caused many pensioners to move abroad where what they leave is taxed less. The money inherited is also often used by entrepreneurs to fund businesses so the system may also reduce the possibility for future in income tax. This systems also sonly raises  £2.9bn a year, a mere 0.18% of GDP, which sometimes ends up being spent on court cases as people argue against the system. One alternative system for reducing inequality is by providing incentives for people to get into work. This could be done by changing the minimum wage as it would reduce the replacement ratio. This can also be achieved by reducing the unemployment benefits or making them harder to get. Reducing benefits would also lower the budget deficit as the government can save money. However this could be hard on people who genuinely can’t work due to long term illness or disability. Another way of increasing the work force is by increasing spending on training of workers but also in the education system. This will create better skilled and qualified workers, allowing them to make more money and giving them more job opportunities. This type of supply side policy can be expensive but there should be future benefits as their will be more money made from income tax. They would also create job opportunities for teachers or other people to teach skills. Other examples of this include apprenticeships and part time work schemes that together should create a job for everyone, reducing the tax bill. However they won’t work for everyone as there is always someone who will be left behind and It may also be hard to change the mind set of people who are used to not working. These types of policies would also all stop inequality as the poorer people would have employment opportunities giving them a higher source of income. However there are very little alternatives to redistribute wealth as it is impossible to give people items of value as those who are in poverty often don’t even have a house. The government may be able to provide schemes for people to work for their homes and other areas of wealth. It is also hard for them to find things of wealth at an affordable rate especially as it is normally found through work done by relatives. This is why it is unlikely to be done as it wouldn’t be very sustainable and effective however in theory the re distribution of wealth could be done. In conclusion the progressive tax system has its benefits as it provides a simple way of reducing inequality by taxing the rich and giving the poor money, bringing them closer financially. However in my opinion the system is the easy solution with short term benefits rather than long term gains that might happen through providing incentives rather than disincentives for people. However the problem with wealth is greater as it can’t be easily moved but through redistributing income wealth will consequently be redistributed as ultimately income is the main cause of wealth.

Death as a Theme Our Town :: essays papers

In the play Our Town, the people of Grover’s Corners mask their worries and thoughts about death in their quest for happiness. In the first act, a few deaths occur, and the attitude of the people towards these deaths is a negligent one of briefly acknowledging death and moving on. Also, the children in act two who are faced with adulthood are reluctant to accept the burden, through their hesitance to grow up and approach death. In the third act, when we finally get a clear picture of death, the reader sees that the people who are dead are regretful that their mundane lives were incomplete, not realizing the importance of life until they are dead. This method of living proves unfulfilling, as the dead arduously mourn their trivial lives yearning to have made a difference. The stage manager directs the flow of the play throughout, and his transient attitude towards death reflects Grover’s Corners overall outlook on a life that tries to mentally avoid death. This stance is established primarily by the stage manager in his first act narrative, which hastily describes the fatalities, masking their importance and reality. â€Å"Want to tell you something about that boy Joe Crowell there. Joe was awful bright – graduated from high school here, head of his class. So he got a scholarship to Massachusetts Tech. Graduated head of his class there, too. It was all wrote up in the Boston paper at the time. Goin’ to be a great engineer, Joe was. But the war broke out and he died in France.† This brief account demonstrates the importance placed on a man’s death. The people of Grover’s Corners live in a world where change is frowned upon; consequently, the means of dealing with such a great adjustment as death is to prevent themselves from thinking of it. In the stagnant society of Grover’s corners, death is the ultimate obstacle, and ignorance is the remedy. Another instance where the stage manager subtly demonstrates this practice of evading notions of death is his intervention in scenes that broach the topic. â€Å"Only it seems to me that once in your life before you die you ought to see a country where they don’t talk in English and don’t even want to.† The stage manager enters briskly from the right. He tips his hat to the ladies (P.

Analyzing Misunderstanding in Communication Essay

I. Introduction 1.1 Background There are many things to do when students are having time together with their friends. They can share thoughts and feelings with each other or discuss homework, lessons and so forth. Topics will flow naturally when â€Å"comfortable zone† in the communication have been reached. Those are some of evidences which show that people communicate with others. Communication is an exchange of ideas, knowledge, etc. between individuals by using language in which all parties understand the language they use. Communication certainly involves more than one person, which means that there are more than one thought involved in the communication because everyone has different backgrounds, experiences, etc. There are two positions in communication, they are as a sender and as receiver and they will take turn to these positions. â€Å"All communication has two parts: a sender and a receiver. The sender has a message he or she intends to transmit, and s/he puts it in words, which, to her/him, best reflect what s/he is thinking. But many things can intervene to prevent the intended message from being received accurately.† (Burgess, 2013). Read more:  Different reasons why people communicate  essay Misunderstandings sometimes occur in this exchange of ideas in communication. The receiver hears but he does not listen. He does not absorb the points being made. It may because the receiver does not focus on what the sender or speaker has said. â€Å"†¦ a few misunderstandings are language-related, the source of many of the misunderstandings can be traced to ambiguity in the speaker’s utterances. Other reasons for misunderstanding include mishearing and lack of world knowledge, namely, factors that also contribute to misunderstanding in intracultural communication.†, (Kaur: 2011). There are some other factors which we will find that can cause misunderstanding in communication if we analyze our experiences in having communication with others. 1.2 Purpose of writing The purposes of this writing are: a) To find out the factors cause misunderstanding in communication, especially in the conversation which will be shown by the writer in the retrospective data section. b) To show what students usually talk about when they are gathering with their friends. II. Retrospective Data Everyone certainly has experienced misunderstanding when have communication with others; friends, relatives, teachers, etc. Misunderstanding not only occurs in communication involving different languages, cultures, etc. People communicate with other who has the same language can also experience misunderstanding in which. It happened to me, I communicated with my friends by using same language but I still have misunderstanding in the communication. Thus, in this paper, I try to analyze misunderstanding in communication that I have experienced with my friends. At that time, we were going to play card (bridge) while talking about the latest Korean movie. Everyone already had their cards that had been dealt. There three players in this game, namely, I, Ima and Anthi. Ima: â€Å"Apa film korea terbaru sekarang teman-teman?† (what is the latest Korean movie, guys?) I and Anthi: â€Å"Emergency Couple!† Ima: â€Å"Iiih mau!† (Can I have the copy?) Anthi: â€Å"Bagus tau Maa† (It is really amazing, Maa) I : â€Å"Iya bener dah Maa† (She’s true, Maa) Ima: â€Å"Siapa main?† (Who is the cast?) I : â€Å"Yang punya angka 3 keriting sih† (Who has the 3-kinky card of course play first) They both looked at me and laughed. I thought for a moment about why they laughed at me and I just need a few minutes to understand why they did it. I : â€Å"Oooh..† (I see) I and Anthi: â€Å"Ji Hyo yang maiiin† ( Ji Hyo is main character/ one of the casts) III. Analysis/Discussion Communication is a complex human activity that is successful most of the time. This, however, does not mean that understanding is granted or that it is always the case. Misunderstanding is a regular non-extraordinary feature of human interaction, whether communicative interaction is cross-cultural or not (Dascal 1985; Brown 1995 in BOU-FRANCH, Patricia (2002)). The data is one of examples which shows that the misunderstanding could still exist even all the parties in the communication have the same culture, language and age. The misunderstanding is happened when I said â€Å"Yang punya angka 3 keriting sih† (Who has the 3-kinky card of course play first). I said that because I thought my friend, Ima, asked who played first or who had turn to start the game. I thought in that way because at that time I had just set my card and had ready to start playing the game and because I had the 3-kinky card. What is the importance of having the 3-kinky card? The rule of playing â€Å"Jenderal† using bridge card in Indonesia, particularly in Lombok, is the one who plays first is the person who has the 3-kinky card. If we analyze the data more deeply, we will find that misunderstanding in the communication happened because I did not focus on the conversation when Ima asked, â€Å"Siapa main?† (Who is the cast?. I still focus on what we were talking about at the first talk but for the next I did not. It was not caused by lack of world knowledge because we can see from the conversation that at the end I understood or recognized that I had misunderstanding then I fixed it. IV. Conclusion In conclusion, misunderstanding is a common thing that can happen in whether communicative interaction is cross-cultural or not. Misunderstanding caused by many factors such as ambiguity in the speaker’s utterances, lack of world knowledge, mishearing, etc. The data shows that the other factor that can cause misunderstanding in communication is being not focus on the conversation. Besides that, the data also shows one of what students usually talk about when they are gathering with their friends is the latest movie. V. References BOU-FRANCH, Patricia (2002) â€Å"Misunderstandings and Unofficial Knowledge in Institutional Discourse†, in David Walton & Dagmar Scheu (eds) Culture and Power: Ac(unofficially)knowledging Cultural Studies in Spain, Bern: Peter Lang. (pp. 323-341) Burgess, Heidi. â€Å"Misunderstandings.† Beyond Intractability. Eds. Guy Burgess and Heidi Burgess. Conflict Information Consortium, University of Colorado, Boulder. Posted: September 2003 . s Kaur, Jagdish. Intercultural Pragmatics. Volume 8, Issue 1, Pages 93–116, ISSN (Online) 1613-365X, ISSN (Print) 1612-295X, DOI: 10.1515/IPRG.2011.004, February 2011

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