Civilian Control Of The Military - 1386 Words

Civilian control of the military is very essential in order to have a strong and successful form of government. If all of the major political decisions were up to the military, many wrong decisions might be made and it would have a poor effect on the society. Military commanders may not have all of the necessary knowledge of the situation to make the most beneficial decisions, and many problems would likely end in war and violence. Also, one person would not always see every aspect of the situation, so having other input is vital to making successful decisions that have a positive outcome. To support the idea of civilian control of the military, I learned about two men from two different time periods, who both proved that civilian control†¦show more content†¦Both scenarios were very different, however, they both proved that civilian control of the military is important in order to have the right decisions made. Julius Caesar was a very popular man who was known by many peop le. Caesar helped to prove that Civilian control of the military is much needed in order to have a strong government. Caesar was led to power with help from two men, Pompey and Crassus. Crassus was the wealthiest man in Roman history. He gave Caesar financial support as well as political support. Caesar also had a partnership with the Roman General, Pompey. Pompey assisted him with the political aspect of things. Caesar was a very persuasive man who would negotiate very well. Pompey and Crassus would not get along at all, so Caesar used his strong negotiating abilities to make them allies and work together. He was very clever, so when he didn’t get his way, he payed off Pompey’s soldiers with land, so that they caused a riot and he got his wishes. Caesar soon took over Gaul, which helped him to build an even larger and stronger army. A little later, Crassus died and Caesar ended up in a civil war against Pompey. With his powerful army, Caesar pushed out Pompey’s troops and defeated them. When Caesar returned to Rome, he was made dictator for

Healthcare Reform And The Affordable Care Act - 1047 Words

Healthcare reform was designed to help people of middle class to below poverty status afford healthcare insurance, in addition to providing quality care for everyone. When the â€Å"Affordable Care Act† rolled out, there were a lot of concerns in regards to the cost and mandating that everyone acquire insurance. The objective was to provide access to low cost insurance; unfortunately, some people remained uninsured, as a matter of fact they were unable to afford health insurance due to the amount of wages they earned. Per an article in Medical Mutual (2017), the goals of the â€Å"Affordable Care Act† is to â€Å"provide universal access to healthcare for Americans, Control the rising costs of healthcare, Regulate the private insurance industry through†¦show more content†¦This group of people come together collectively to discuss and create the laws that should be set forth to govern the United States. The final branch of government is the Judicial part, which consist of the Supreme Court and 9 justices. The purpose for the Supreme Court is to interpret the law of the constitution and the justices preside over cases pertaining to the constitution (Trumanlibrary, 2017). All three branches help to develop and uphold laws and guidelines impact healthcare policies. In addition to the three branches of government, others also participate in creating policies and guidelines, such as the Professional Associations and Ethic groups, they provide influences when it comes to creating and passing laws (Trumanlibrary, 2017). Healthcare is essential to the nature of our well- being, it provides some financial relief to individuals or families during doctor or hospital visits. Medical care is very expensive, and without health insurance it can be even more of a financial burden. However, being able to afford health insurance has been a challenge for a lot of family’s. For some, they must choose whether to feed their families, pay utility bills or make monthly health insurance payments; so, they allow the insurance to laps. TheShow MoreRelatedHealthcare Reform And The Affordable Care Act958 Words   |  4 Pagesyears the healthcare industry has taken some precautions due to the recent bill passed that affect it, that being the healthcare reform or the Affordable Care Act (Kavilanz, 2010). In the past years healthcare has not been a concern of the average American, but this is changing rapidly. Though in 2014 healthcare was not among the top three concerns it did fall at number four (Cook, 2015). Whi le at number four on the list last year it’s surely to increase in concern as the healthcare act becomes inRead MoreThe Affordable Care Act For Reform The Healthcare System958 Words   |  4 PagesPresident Obama created The Affordable Care Act to reform the Healthcare system (Ross). The Senate informed the citizens of the United States that the Act passed on December 24, 2009, then passed in the House of Representatives on March 21, 2010. It was signed into law by President Obama on March 23, 2010 and upheld by the Supreme Court on June 28, 2012. Before the Affordable Care Act, millions of Americans could not afford to have health insurance, or the coverage was not available due to pre-existingRead MoreThe Affordable Care Act Is The Us Healthcare Reform Law1389 Words   |  6 PagesWhat is Obamacare? The affordable Care Act is the US healthcare reform law. The law makes healthcare and health insurance more affordable and move available to more Americans the official name is the Patient Protection and Affordable Care Act of 210, but is mostly referred to as Obamacare. This law was signed on March 23, 2010. Originally the ACA was enacted to increase the quality and affordable of health insurance, lower the uninsured rate by expanding public and private insurance coverage, andRead MoreThe Affordable Care Act Is The Us Healthcare Reform Law1393 Words   |  6 PagesWhat is Obamacare? The affordable Care Act is the US healthcare reform law. The law makes health care and health insurance more affordable and move available to more Americans the official name is the Patient Protection and Affordable Care Act of 210, but is mostly referred to as Obamacare. This law was signed on March 23, 2010. Originally the ACA was enacted to increase the quality and affordable of health insurance, lower the uninsured rate by expanding public and private insurance coverage, andRead MoreHealthcare Reform By Signing The Affordable Care Act ( Aca )1857 Words   |  8 PagesIn 2008, Obama accomplished the goal of healthcare reform by signing the Affordable Care Act (ACA). The ACA aims to control healthcare costs and give Americans accessibility to health insurance. One method to accomplish this is Title IX, Sec 9001 of the ACA, known officially as â€Å"Excise tax on high cost employer-sponsored health coverage†, which implements a tax on overly generous health plans. This part of the ACA remains one of many issues that has drawn ire from both Democrats and Republicans.Read MoreHealthcare Reform - Patient Protection And Affordable Care Act2683 Words   |  11 PagesIntroduction: The U.S government spends about 17% of GDP on healthcare industry which is enormously high as compared to any other industrialized nation. President Obama signed the comprehensive healthcare reform – Patient Protection and Affordable Care Act on March 23, 2010. The law worked on the principles of triple aim to reduce healthcare cost, improve quality and access for the U.S citizens. One of the fundamental component of Affordable Care Act that will affect the caregiving to the U.S citizens isRead MoreHealthcare Reform: The Patient Protection and The Affordable Care Act of 2010558 Words   |  2 PagesHealthcare reform has become an important issue with many Americans since the passage of the Patient Protection and the Affordable Care Act in 2010. It took years of fighting and refining the bill before it became law, and it represents the lasting legacy of the Obama administration. The Act will allow millions of Americans who were previously uninsured to gain coverage through ex panded Medicaid and Medicare programs or through federal or state insurance exchanges. Although the idea of providingRead MoreThe Affordable Care Act Is Surrounded By Numerous Political Circumstances1441 Words   |  6 PagesThe Affordable Care Act is surrounded by numerous political circumstances. The Affordable Care Act has been called by many names such as Obama Care or healthcare overhaul. The healthcare overhaul is one of the rare policies that has been developed, but not tweaked to perfection; it may never be tweaked to satisfy everyone, but it could still improve. According to the article entitled â€Å"The Science of Muddling Through† by Charles Lindblom â€Å"Policy is not made once and for all; it is made and re-madeRead MoreObamacare : The Patient Protection And Affordable Care Act ( Ppaca )1237 Words   |  5 PagesObamaCare, officially known as the Patient Protection and Affordable Care Act (PPACA) but sometimes also referred to as the Affordable Care Act (AC A) for short, reforms the health insurance industry and the American health care system as a whole. The law brings forth many changes for the American families that make healthcare more affordable and accessible. The law focuses on four aspects of improvements in healthcare for Americans: affordable insurance for individuals and small business owners, endsRead MoreThe Affordable Care Act ( Aca )956 Words   |  4 PagesAbsract++++++++++++++++++++++++++= The Affordable Care Act (ACA) (also known as â€Å"Obamacare†) is an historic piece of legislation that has had massive effect on healthcare in the United States. Its systemic effects on healthcare in this country are numberous, from insurance to ambulatory care, from healthcare related taxes to healthcare resources, and beyond. That said, the following research paper attempts to summarize how this massive piece of legislation has effected healthcare in the United States, to date;

The Secret Circle The Captive Chapter Two Free Essays

string(58) " was swinging at an angle, and Diana turned to follow it\." Somewhere on the way downstairs Cassie stopped feeling guilty. She didn’t know exactly how it happened. But it was necessary, if she was going to survive this. We will write a custom essay sample on The Secret Circle: The Captive Chapter Two or any similar topic only for you Order Now She was doing everything she could to protect Diana-and Adam, too, in a way. Adam must never know about Faye’s blackmail. So Cassie would do whatever it took to protect them both, but by God, she wasn’t going to feel guilty on top of it. And she had to handle Faye somehow as well, she thought, marching behind the tall girl, past Diana’s father’s study. She had to keep Faye from doing anything too radical with the skull. She didn’t know how; she’d have to think about that later. But somehow she would do it. If Faye had looked back just then, Cassie thought, she might have been surprised to see the face of the girl behind her. For the first time in her life Cassie felt as if her eyes were hard, like the blue steel of a revolver instead of the soft blue of wildflowers. But right now she had to look neutral- composed. The group on the driveway looked up as she and Faye came out the door. â€Å"What took you so long?† Laurel asked. â€Å"We were plotting to kill you all,† Faye said breezily. â€Å"Shall we?† She gestured toward the garage. There were only traces of yesterday’s chalk circle left on the floor. Once again the garage was empty of cars-they were lucky Diana’s father worked so much at his law firm. Diana, her left fist still closed, went over to the wall of the garage, directly behind the place Cassie had been sitting when they had performed the skull ceremony. Cassie followed her and then drew in her breath sharply. â€Å"It’s burned.† She hadn’t noticed that last night. Well, of course not; it had been too dark. Diana was nodding. â€Å"I hope nobody is going to keep arguing about whether there was any dark energy or not,† she said, with a glance back at Deborah and Suzan. The wood and plaster of the garage wall was charred in a circle perhaps a foot and a half in diameter. Cassie looked at it, and then at the remnants of the chalk circle on the floor. She had been sitting there, but part of her had been inside the skull. Diana had told them all to look into it, to concentrate, and suddenly Cassie had found herself inside it. That was where she’d seen-felt-the dark power. It had begun rushing outward, getting bigger, determined to break out of the crystal. And she’d seen a face†¦. She was grateful, suddenly, for Adam’s calm voice. â€Å"Well, we know what direction it started in, anyway. Let’s see if the crystal agrees.† They were all standing around Diana. She looked at them, then held her left fist out, palm up, and unclasped her fingers. She took the top of the silver chain with her right hand and drew it up taut, so that the peridot just rested on her palm. â€Å"Concentrate,† she said. â€Å"Earth and Air, help us see what we need to see. Show the traces of the dark energy to us. Everybody concentrate on the crystal.† Earth and Air, wind and tree, show us what we need to see, Cassie thought, her mind automatically setting the simple concept in a rhyme. The wood of the wall, the air outside; those were what they needed to help them. She found herself murmuring the words under her breath and quickly stopped, but Diana’s green eyes flashed at her. â€Å"Go on,† Diana said tensely in a low voice, and Cassie started up again, feeling self-conscious. Diana removed the hand that was supporting the crystal. It spun on the chain, twirling until the chain was kinked tightly, and then twirling the other way. Cassie watched the pale green blur, murmuring the couplet faster and faster. Earth and Air†¦ no, it was useless. The peridot was just spinning madly like a top gone wild. Suddenly, with broad, sweeping strokes, the crystal began swinging back and forth. Someone’s breath hissed on the other side of the circle. The peridot had straightened out; it was no longer twirling, but swinging steadily and hard. Like a pendulum, Cassie realized. Diana wasn’t doing it; the hand that held the chain remained steady. But the peridot was swinging hard, back toward the center of the chalk circle on the floor, and forward toward the burned place on the wall. â€Å"Bingo,† Adam said softly. â€Å"We’ve got it,† Melanie whispered. â€Å"All right, now you’re going to have to move it out of alignment to get outside. Walk-carefully- to the door, and then try to come back to this exact place on the other side of the wall.† Diana wet her lips and nodded, then, holding the silver chain always at the same distance from her body, she turned smoothly and did as Melanie said. The coven broke up to give her room and regrouped around her outside. Finding the right place wasn’t hard; there was another burned circle on the outer wall, somewhat fainter than the one inside. As Diana brought the crystal into alignment once more, it began to swing again. Straight toward the burned place, straight out. Down Crowhaven Road, toward the town. A shudder went up Cassie’s spine. Everyone looked at everyone else. Holding the crystal away from her, Diana followed the direction of the swinging. They all fell in behind her, although Cassie noticed that Faye’s group kept to the rear. Cassie herself was still fighting every second to not watch Adam. Trees rustled overhead. Red maple, beech, slippery elm-Cassie could identify many of them now. But she tried to keep her eyes on the rapid swish of the pendulum. They walked and walked, following the curve of Crowhaven Road down toward the water. Now grasses and hedges grew poorly in the sandy soil. The pale green stone was swinging at an angle, and Diana turned to follow it. You read "The Secret Circle: The Captive Chapter Two" in category "Essay examples" They were heading west now, along a deeply rutted dirt road. Cassie had never been this way before, but the other members of the Circle obviously had-they were exchanging guarded glances. Cassie saw a chain-link fence ahead, and then an irregular line of headstones. â€Å"Oh, great,† Laurel muttered from beside Cassie, and from somewhere in back Suzan said, â€Å"I don’t believe this. First we have to walk for miles, and now†¦Ã¢â‚¬  â€Å"What’s the problem? Just gonna visit some of our ancestors underground,† Doug Henderson said, his blue-green eyes glittering oddly. â€Å"Shut up,† Adam said. Cassie didn’t want to go inside. She’d seen many cemeteries in New England-it seemed there was one on every other street in Massachusetts, and she’d been to Kori’s funeral down in the town. This one didn’t look any different from the others: it was a small, square plot of land cluttered with modest gravestones, many of them worn almost completely smooth with time. But Cassie could hardly make herself follow the others onto the sparse, browning grass between the graves. Diana led them straight down the middle of the cemetery. Most of the stones were small, scarcely reaching higher than Cassie’s knees. They were shaped like arches, with two smaller arches on either side. â€Å"Whoever carved these had a gruesome sense of humor,† she breathed. Many of the stones were etched with crude skulls, some of them winged, others in front of crossbones. One had an entire skeleton, holding a sun and moon in its hands. â€Å"Death’s victory,† Faye said softly, so close that Cassie felt warmth on the nape of her neck. Cassie jumped, but refused to look back. â€Å"Oh, terrific,† said Laurel as Diana slowed. The light was dying from the sky. They were in the center of the graveyard, and a cool breeze blew over the stunted grass, bringing a faint tang of salt with it. The hairs on the back of Cassie’s neck were tingling. You’re a witch, she reminded herself. You should love cemeteries. They’re probably your natural habitat. The thought didn’t really make her feel less frightened, but now her fear was mingled with something else-a sort of strange excitement. The darkness gathering in the sky and in the corners of the graveyard seemed closer. She was part of it, part of a whole new world of shadows and power. Diana stopped. The silver chain was a thin line in the gloom, with a pale blob below it. But Cassie could see that the peridot was no longer swinging like a pendulum. Instead it was moving erratically, round and round in circles. It would swing a few times one way, then slow and swing back the other way. Cassie looked at it, then up at Diana’s face. Diana was frowning. Everyone was watching the circling stone in dead silence. Cassie couldn’t stand the suspense any longer. â€Å"What does it mean?† she hissed to Laurel, who just shook her head. Diana, though, looked up. â€Å"Something’s wrong with it. It led here- and then it just stopped. But if we’ve found the place, it shouldn’t be moving at all. The stone should just sort of point and quiver-right, Melanie?† â€Å"Like a good hound dog,† Doug said, with his wild grin. Melanie ignored him. â€Å"That’s the theory,† she said. â€Å"But we’ve never really tried this before. Maybe it means†¦Ã¢â‚¬  Her voice trailed off as she looked around the graveyard, then she shrugged. â€Å"I don’t know what it means.† The tingling at the back of Cassie’s neck was getting stronger. The dark energy had come here-and done what? Disappeared? Dissipated? Or †¦ Laurel was breathing quickly, her elfin face unusually tense. Cassie instinctively moved a little closer to her. She and Laurel and Sean were the juniors, the youngest members of the Circle, and witch or not, Cassie’s arms had broken out in gooseflesh. â€Å"What if it’s still here, somewhere†¦ waiting?† she said. â€Å"I doubt it,† Melanie said, her voice as level and uninflected as usual. â€Å"It couldn’t hang around without being stored somehow; it would just evaporate. It either came here and did something, or-† Again, though, she could only finish her sentence with a shrug. â€Å"But what could it do here? I don’t see any signs of damage, and I feel†¦Ã¢â‚¬  Still frowning, Diana caught the circling peridot in her left hand and held it. â€Å"This place feels confused- strange-but I don’t sense any harm the dark energy has done. Cassie?† Cassie tried to search her own feelings. Confusion-as Diana said. And she felt dread and anger and all sorts of churned-up emotions-but maybe that was just her. She was in no state to get a clear reading on anything. â€Å"I don’t know,† she had to say to Diana. â€Å"I don’t like it here.† â€Å"Maybe, but that’s not the point. The point is that we don’t see any burns the dark energy could have left, or sense anything it’s destroyed or hurt,† Diana said. Deborah’s voice was impatient. â€Å"Why are you asking her, anyway?† she said with a jerk of her dark head toward Cassie. â€Å"She’s hardly even one of us-â€Å" â€Å"Cassie’s as much a part of the Circle as you are,† Adam interrupted, unusually curt. Cassie saw the arch, amused glance Faye threw him and wanted to intervene, but Diana was agreeing heatedly with Adam, and Deborah was bridling, glaring at both of them. It looked as if an argument would break out. â€Å"Be quiet!† Laurel said sharply. â€Å"Listen!† Cassie heard it as soon as the voices died down; the quiet crunch of gravel at the roadside. It was noticeable only against the deathly quiet of the autumn twilight. â€Å"Somebody’s coming,† Chris Henderson said. He and Doug were poised for a fight. They were all hideously on edge, Cassie realized. The crunch of footsteps sounded as loud as firecrackers now, grating against her taut nerves. She saw a dim shape beside the road, and then saw Adam move forward, so that he was in front of both Diana and her. I’m going to have to talk to him about that, she thought irrelevantly. There was a pause in the footsteps, and the dim shape came toward them. Adam and the Henderson brothers looked ready to rush it. Quarrel forgotten, Deborah looked ready too. Sean was cowering behind Faye. Cassie’s heart began to pound. Then she noticed a spot of red like a tiny burning coal floating near the figure, and she heard a familiar voice. â€Å"If you want me, you got me. Four against one ought to be about fair.† With a whoop, Chris Henderson rushed forward. â€Å"Nick!† Doug grinned, while still managing to look as if he might jump the approaching figure. Adam relaxed and stepped back. â€Å"You sure, Adam? We can settle this right here,† Nick said as he reached the group, the end of his cigarette glowing as he inhaled. Adam’s eyes narrowed, and then Cassie saw the daredevil smile he’d worn at Cape Cod, when four guys with a gun had been chasing him. What was wrong with him, what was wrong with everybody tonight? she wondered. They were all acting crazy. Diana put a restraining hand on Adam’s arm. â€Å"No fighting,† she said quietly. Nick looked at her, then shrugged. â€Å"Kind of nervous, aren’t you?† he said, surveying the group. Sean emerged from behind Faye. â€Å"I’m just high-strung.† â€Å"Yes, you ought to be-from a tree,† Faye said contemptuously. Nick didn’t smile, but then Nick never smiled. As always, his face was handsome but cold. â€Å"Well, maybe you have a reason to be nervous-at least some of you,† he said. â€Å"What’s that supposed to mean? We came here looking for the dark energy that escaped last night,† said Adam. Nick went still, as if struck by a new idea, then his cigarette glowed again. â€Å"Maybe you’re looking in the wrong place,† he said expressionlessly. Diana’s voice was quiet. â€Å"Nick, will you please just tell us what you mean?† Nick looked around at them all. â€Å"I mean,† he said deliberately, â€Å"that while you’ve been scurrying around here, a crew’s been up at Devil’s Cove, pulling rocks off old Fogle.† Fogle? Cassie couldn’t place the name. And then suddenly she saw it in her mind’s eye-on a brass plate in a wood-paneled office. â€Å"Our principal?† she gasped. â€Å"You got it. They say he got caught in an avalanche.† â€Å"An avalanche?† demanded Laurel in disbelief. â€Å"Around here?† â€Å"How else do you explain the two-ton chunk of granite that was on top of him? Not to mention all the smaller stuff.† There was a moment of shocked silence. â€Å"Is he†¦Ã¢â‚¬  Cassie couldn’t finish the question. â€Å"He wasn’t looking too good when they got that chunk off him,† Nick said, and then, with less sarcasm, â€Å"He’s been dead since last night.† â€Å"Oh, God,† Laurel whispered. There was another silence, just as shocked and even longer this time. Cassie knew they were all seeing the same thing: A crystal skull surrounded by a protective ring of candles- and one of the candles going out. â€Å"It was Faye’s fault,† Sean began in a whine, but Faye interrupted without looking at him. â€Å"It was his fault.† â€Å"Wait, wait,† said Diana. â€Å"We don’t know the dark energy had anything to do with it. How could it have, when we know it came here and then stopped?† â€Å"I don’t think that’s much comfort,† Melanie said in a low voice. â€Å"Because if it wasn’t the dark energy, who was it?† There was a sort of strange shifting in the group, as if everyone was standing back and looking at all the others. Cassie felt a void in the pit of her stomach again. The principal was-had been-an outsider, who hated witches. And that meant they all had a motive-especially anybody who blamed the outsiders for Kori Henderson’s death. Cassie looked at Deborah, and then at Chris and Doug. Most of the rest of the coven was doing the same. Doug glared back, then gave a wild, defiant grin. â€Å"Maybe we did do it,† he said, eyes glittering. â€Å"Did we?† said Chris, looking confused. Deborah just looked scornful. There was another silence, then Suzan spoke in a petulant voice. â€Å"Look, it’s too bad about Fogle, but do we have to stand here forever? My feet are killing me.† Adam seemed to shake himself. â€Å"She’s right; we should get out of this place. There’s nothing we can do here.† He put an arm around Diana, and gestured everybody else ahead. Cassie lingered. There was something she wanted to say to Diana. But Diana was moving now, and Cassie didn’t have a chance. With the Henderson brothers in the lead, the group was taking a different route than the one they had taken in, cutting toward the northeast corner of the cemetery. As they approached the road, Cassie noticed the ground sloped up. There was a strange mound of grassy earth near the chain-link fence on this side; she almost tripped when she reached it. But even stranger was what she saw when they had passed it and she looked back. The front of the mound was faced with stone slabs, and there was an iron door, maybe two feet square, set between them. The door had an iron hinge and a padlock on it, but it couldn’t have opened anyway. Pushed right up against it was a large, irregular hunk of cement. Grass was growing up around the cement, showing it had been there a while. Cassie’s hands were icy cold, her heart was thudding, and she was dizzy. She tried to think, noticing with only part of her mind that she was passing by newer gravestones now, marble slabs with writing not worn smooth by time. She was trying to figure out what was wrong with her-was it just reaction to all the events of the past day and night? Was that why she was shaking? â€Å"Cassie, are you okay?† Diana and Adam had turned around. Cassie was grateful for the growing darkness as she faced both of them and tried to get her mind clear. â€Å"Yeah. I just-felt weird for a minute. But wait, Diana.† Cassie remembered what she had wanted to say. â€Å"You know how you were asking me about my feelings before†¦ well, I have a feeling about Mr. Fogle. I think the dark energy did have something to do with it, somehow. But†¦Ã¢â‚¬  She stopped. â€Å"But I don’t know. There’s something else strange going on.† â€Å"You can say that again,† Adam said, and he reached for her arm to get her moving once more. Cassie evaded him and shot him a reproachful glance while Diana was staring into the distance. He looked at his own hand, startled. There was something strange going on, something stranger than any of them realized, Cassie thought. â€Å"What is that thing back there, with the iron door?† she asked. â€Å"It’s been there for as long as I can remember,† Diana said absently. â€Å"Something to do with storage, I think.† Cassie glanced back, but by now the mound was lost in darkness. She hugged herself, tucking her hands under her clasping arms to warm them. Her heart was still thudding. I’ll ask Grandma Howard about it, she decided. Whatever it was, it wasn’t a storage shed, she knew that. Then she noticed that Diana was toying with something around her neck as she walked lost in thought. It was a fine golden chain, and at the end of it dangled a key. How to cite The Secret Circle: The Captive Chapter Two, Essay examples

Community Practice Educational Technology â€Myassignmenthelp.Com

Question: Discuss About The Community Practice Educational Technology? Answer: Introducation In order to analyse the research subject, the questionnaire survey has been taken with 400 respondents. Among the 400 respondents, about 66.8% are female. Besides, majority of the respondents (284 out of 400) are belonging to age group of 18 to 21 years. About 103 respondents fall within age group of 22 to 25 years. Concerning academic year, majority of the respondents (144 out of 400) have completed first year. About 94 respondents have completed the second year. The number of respondents who are in first year and fourth year are 67 and 70 respectively. With respect to the major taken by the respondents, it can be observed that 228 have science major and the rest 172 respondents has human as major in the college. Social Networking In order to understand about the social networking activities of respondents, they are asked about the primary method of using internet. From the findings it can be observed that about 87.5% of respondents use smartphone to access internet. Only 10.8% and 1.8% have found to use laptop and PCs for accessing internet, indicating the prevalence of smartphone usage among the college students. For understanding the popularity of social networking, the respondents are asked about the mots used social networking sites. Expectedly Facebook has obtained highest ranking where 75% of respondents have found to use this site. Apart from WhatsApp and Snap Chat is also used by considerable number of respondents (70% and 55% respectively). About 50% respondents have found to use Instagram. This signifies that Facebook is the most influencing social media for the purpose of communication and hence learning English language. Most of the respondents (about 37%) have also mentioned that they spend about two to four hours on social networking sites every day. Besides, 22% and 21% respondents have stated that they spend about five to six hours and more than six hours respectively in the social networking sites. This indicates that social networking sites play vital part to learn and use English language as considerable amount of time is spent on them. Female respondents have found to use the social networking sites more in comparison with the male. This indicates that social networking sites have more influence on language capability of female than male. From the findings, it can be observed that majority of respondents (265 out of 400) are using social networking sites for more than three years. About 97 respondents have found to use the social networking sites for one to three years. This indicate that the respondents have become habituated for using social networking for so long and therefore social networking has become a part of regular routine for them for communication. English Usage on Social Networking Sites With respect to the use of languages on social networking sites, 74% of respondents mentioned that they use both English and Arabic. Since, social networking is used by people throughout the world and English is the most prevalent language among most of the world people and also accepted worldwide, the respondents are bound to use English apart from their native language. Only 15% have found to use only Arabic language in social networking. Besides, it can also be observed that the use of English in social networking sites is higher among the female (267 out of 400) than male (133 out of 400). In order to understand to what extent English is used for communication or commenting or interacting in English in social networking, series of question has been asked to the respondents. On the basis of findings, it can be observed that the mean value is more than 3 for respondents who communicate with English speakers. This signifies the fact that social media gives operations for the respondents to study the speaking style of native speakers and therefore can learn from them. The mean value of respondents who read news and other information in English is observed as 4.04. This indicates that social media gives the opportunity to understand the reporting style and use of language used in various online news articles. This is huge benefit for the students to learn more about how to write in English. The mean value of respondents who comment on posts in English is observed as 3.94. Thus, it also indicates that through social media they can fearlessly express their viewpoints on any i ssue in English language. This can generate confidence among them to use English for communication. Furthermore, the mean value of respondents who communicate with companies and business in English is observed as 3.81. This signifies that organisations can also interact with the people through English and social media gives the respondents to understand more about formal and official communication pattern and use of language in professional environment. To a large extent respondents agreed to use English in social media website, specifically in Facebook and WhatsApp. The value of is observed as more than 0.80 for each variable, which indicate that there is much difference between the reactions of respondents. Integration of Social Media in Classroom The next question was asked in order to understand how and in what context tertiary EFL students in Jordan use English and social networking. The mean value of the analysis is observed as more than 4 which indicate that majority of respondents have agreed behaviour on the statements. In this context, most of the respondents ( = 4.40) have stated that Facebook and WhatsApp have made it simpler to access the instructional materials in the internet. This indicates that social media can be utilised by the teachers in contemporary classroom to better share the English language materials and also to clarify any queries of students easily. Besides majority of the respondents ( = 4.36) have agreed with the fact that these applications also helps to strengthen discussion between the learners and the teachers in English (Ynuus, 2016). This signifies that some students feel nervous to speak in English face to face with the teachers with the fear of embarrassment from other native students. Howe ver, through social media, students are able to interact with the teachers without such worries of embarrassment as the conversation cannot be seen by other students. Social media provides certain amount of privacy between the teachers and students to ask anything that bothers them and hence encourage interaction and learning. The students are able to openly ask questions through these applications and exchange knowledge and expertise (Mansor, 2014). The mean value of respondents who stated that social media help to encourage group discussion in chat room particularly with native speakers is 4.25. This finding specifies that social media gives the chance to provide properly thought out answers to discussion. Since, the students are not physically present; this reduces the chance for negative influence of the fear of discomfiture, particularly for students who are introvert in nature. In this way, social media inspire group discussion in English with the native speakers. Facebook and WhatsApp also help to establish specific educational network. Students can easily create a group through social media with likeminded people where they can exchange kn owledge and encourage educational discussion (Kalasi, 2014). Facebook also has tools such as like and comment which assist in obtaining the feedback of students regarding English Curriculum. Therefore, through these applications, the teachers are able to understand the requirements and effectiveness of students learning about English language (Brick, 2012). Finally, most of the respondents ( = 4.03) have also mentioned that through Facebook and WhatsApp, the teachers can share their blog post to the students. The blog post can be accessed by the students at any time. This function acts as a key aspect of English learning procedure (Facer, 2011). The of the analysis is observed as more than 0.70 which indicate that there is low level of similarity between the reactions of respondents. Practicing English through Social Media The fourteenth question was asked in order to understand the attitudes and beliefs of students in using English as foreign language in the social networking sites. The mean value of the reactions is observed as more than 3.5, signifying agreeing attitudes among the respondents. In this context, most of the respondents are agreed with the fact that they practice writing, reading, listening, and speaking in English via social networking sites. This signifies that social networking sites are great communication tools for increasing the proficiency in English (Chartrand, 2012). Majority of the respondents have also agreed with the fact that social networking sites have enhanced the English communication abilities and motivation to read English materials. Through constant communication with different students, the social networking sites also assisted in correcting the mistakes of using English language. Most of the respondents ( = 4.31) also stated that communication with different peopl e also assisted in learning new words and therefore social media also enhanced the English vocabulary of people (Dhanya, 2016). Through social media, students are able to communicate with native students who have much experience in English language. Therefore, they can use more words which provide learning opportunities for foreign students to understand English (Rogers, 2007). The respondents also agreed with the fact that using social networking enhanced the confidence to communicate by using English. This finding signifies that with continuous exposure of using English, the students knowledge on English has increased; they have understood their mistakes and lacking which makes them more self-assured to talk in English with others (Yunus, 2013). The respondents have also mentioned that social networking sites have made English language learning much interesting, collaborating and coexistent. The value of is observed as more than 0.7, indicating that most of the respondents reaction differs from mean value. Use of Social Media Application in English Language Classroom The fifteenth question was asked in order to understand the opinion of students and teachers regarding the utilisation of social networking sites as teaching instruments for EFL pedagogy (Recker, 2004). Most of the respondents ( =3.97) have mentioned that the social networking sites such as Facebook should be used for learning purpose. Facebook is the most popular site for social media and it gives maximum reach to the students. Teachers can use this media to share any post and to obtain the opinions of the students along with their English learning abilities. The mean value of students who mentioned to use WhatsApp for learning purpose is 3.90. In this context, it can be stated that through WhatsApp teacher can create group for sharing learning materials and also for conversing with the students in English, WhatsApp is also helpful for encouraging discussion on given topic in English thereby inspiring language learning (Monica, 2014). Apart from majority of the respondents ( = 3.91) also agreed that blogging should be used for learning English language. Through blogging, teachers can easily create blog post with useful information which can assist English language learning or remove any kind of misunderstanding regarding use of English. Twitter, Snap Chat, Google+ and Instagram among others also serve similar purposes and should be utilised for learning purposes in English language classroom. These tools have proven to be effective in learning in better way than the traditional methods (Yang, 2009). It provides motivation and confidence to the students in learning English in positive manner. Correlation Analysis In order to understand the relationship between communicating in English and reading, emailing and commenting on social networking sites, correlation analysis has been undertaken (see following table). From the above analysis, it can be observed that the value of correlation coefficient between the variables is positive. However, the values are not much closer to 1. Therefore, it can be mentioned that there is positive but weak relationship between communicating in English and reading, emailing and commenting in the social networking sites. However, no relationship has been found with respect to communicating with English speakers and communicating with companies and business persons in English as the correlation value is much closer to zero. Furthermore, correlation analysis is also undertaken in order to understand the connection between easy accessibility of instruction materials in internet and interaction between students and teachers, utilisation of social networking tools, encouragement of discussion with English speakers and establishment of educational network (see following table). From the analysis, it can be observed that easy accessibility of instruction materials in internet has no relationship with the interaction between students and teachers, utilisation of social networking tools, encouragement of discussion with English speakers, and establishment of educational network as the values of respective correlation coefficients are much less than 1. Correlation analysis is also undertaken in order to assess the relationship between learning new words in English through social network and utilising social network for enhancing motivation for English communication, using social network for enhancing English communication mistakes, practicing English through social networking, using social networking for making English learning simpler (see following figure). From the analysis, it can be observed that the value of correlation coefficient between practicing English writing in social networking and enhancing communication skill is 0.214, which is positive but not close to 1. Thus, it can be stated that positive but weak relationship exists between practicing English writing in social networking and enhancement of communication skill. The value of correlation coefficient between practicing English writing and motivation to learn English is 0.652 which is positive. Thus, it can be stated that strong positive relationship exists between these two variables. Then again, the value of correlation coefficient between practicing English writing and enhancing language mistakes is 0.693 which is positive and much closer to 1. Thus, it can be mentioned higher writing practice in social networking is related with higher development of language mistakes correction. In similar context, the correlation coefficient between practicing English writing in social networking and learning new words in English is observed as 0.649, which is positive and closer to 1. Thus, it can also be stated that high writing practice of English in social networking is related with better learning of new words in English. The value of correlation coefficient between practicing English writing in social media and enhancing motivation in communicating in English is 0.721 which is positive and much higher. Thus, it can be stated that strong positive relationship exist between the variables, i.e. more writing practice in English in social networking is related with high motivation to communicate in English. The value of correlation coefficient between English writing practice in social media and making English learning easier is 0.629, signifying strong positive relationship between the variables. Finally, the correlation value of English writing practice and making learning more interesting is observed as 0.660, which signify that strong positive connection between the variables. In order to understand the pattern of relationship between social media usage and learning English correlation analysis has been undertaken with the variables of twelfth to fifteenth question. From the findings, it can be observed that the mean value of twelfth question is 3.93 which signify that majority of the respondents are agreed with the fact that they are using social networking for texting friends, reading news, communicating with native speakers, commenting informal post in English and interacting with the employers. The mean value of thirteenth question is observed as 4.2 which indicate most of the respondents have agreed that social media can be incorporated in English language classroom through creating blog post, encouraging group discussion, establishing specific educational channel. The mean value of fourteenth question is 4.11 which signify most of the respondents agreed that they practice English in social media and social media helped to develop English language skill. The mean value of fifteenth question is observed as 3.75, indicating most of the respondents agreed that social media should be utilised for learning purposes in English language classroom. From the above table, it can be observed that the value of correlation coefficient between twelfth question and thirteenth question is 0.396, which is positive but not closer to 1. Thus, it can be stated that there is weak positive relationship between utilisation of social networking for texting, reading or communicating and incorporation of social media for English language classroom. On the value of correlation coefficient between twelfth question and fourteenth question is observed as 0.537 which is positive and closer to 1. Thus, it can be stated that strong positive relationship exists between the variables. Hence, it can be stated that using social network for texting friends, reading news, communicating with native speakers is positively related with development of English language skill among the respondents. Finally, the value of correlation coefficient between twelfth question and fifteenth question is 0.097, which is positive much closer to zero. Thus, it can be concluded that no relationship exist between the variables. Relationship between Age and Social Networking Usage for Learning English The following table demonstrates the relationship between age and social networking use: From the above analysis, it can be observed that young generation students are much inclined to use social media for the purpose of learning English. Young students with age group of 18 to 21 years have demonstrated much positive attitude towards utilisation of social networking in comparison with old people. Young students also believe that social networking sites should be integrated in English language learning. Thus, it can be stated that there exist negative relationship between age and use of social networking sites for English teaching, i.e. lesser the age, the more the use of social media for learning purposes. Relationship between Gender and Social Networking Usage for Learning English The following table demonstrates the relationship between gender and social networking usage for learning English: From the above table, it can be observed that the more female respondents prefer to use social networking for texting, reading news, communicating with native English speakers and commenting posts in English than male. Furthermore, female respondents have demonstrates much positive attitude towards integration of social networking in English language teaching in comparison with the male counterparts. Therefore, on the basis of analysis, it can be stated that there exist certain relationship between gender and use of social networking sites for English learning. In order to evaluate the reliability of the analysis, the Cronbachs alpha method has been used. It is the most commonly used method for assessing the inner consistency of questionnaire survey, developed through multiple Likert scales. For each correlation analysis, the alpha value is measured (see following tables). From the above analysis, it can be observed that the value of coefficient for each three correlation is 0.763, 0.761 and 0.856 respectively. The value of usually ranges from 0 to 1. If the value of is higher, then it signifies that more variables have shared covariance. In a typical analysis, value between 0.65 and 8 is regarded as reliable and value less than 0.5 is regarded as unacceptable. In this context, it can be observed that in all three questions, value is more than 7. Therefore, it can be stated that the outcomes has satisfactory level of internal consistency and that the research is reliable. Discussion The research financial illustrate the information regarding online social networking site utilised by the students, their online social network communications and their learning style preferences. The research findings indicate that the students most popular online social networking site is Facebook and they spend considerable time on conversing through this channel. This recommends the likelihood for the educators to mix the traditional classroom learning environment with online social networking functions, such as conversations and knowledge sharing. This finding must be considered while planning the English learning function by the online social network. The research also explored the relation between utilisation of social networking sites and their leering English environment. The outcomes are presented in two sections. The first section comprises descriptive information which contains respondents gender, age group, language use and time utilisation of social networking sites. On the other hand, the second section is classified into two aspects. The first aspect defines if social networking sites can act as online learning environment which facilitate learning of English language. The outcome signify that social networking sites can have positive influence on the aspects of students communication with the teachers and other students. Social network also assist in sharing learning resources, course materials and exchanging expertise. In university, the teachers are required to communicate with the students through only English, comprising every kind of interactions such as writing or speaking. In this context social networking help t o enriching English learning through constant conversation with English native speakers. Therefore, tis media is encouraging students to become more confident and inspired in learning English settings. The second aspect discusses of social networking sites posit valuable and enjoyable atmosphere for learning English. According to findings social network enhances English learning through encouragement of group discussion, creation of blog posts, commenting on posts and interacting with people. Through social networking students can find similar group who share similar understanding, knowledge and interests. They can express individuality and imagination. Being active and reflective in social networking impact on the way students can utilise chat and messaging service and the way they monitor learning page in order to claim learning information. To conclude, the research findings recommend the potentials and trends for the future of combined learning between traditional type classroom environment and learning functions on online social environment. The findings explored that social media play vital part in interacting with the teachers outside the classroom, in connecting with classmates, in giving knowledge and feedback and in exchanging course information. This signifies that social media will open a new door for methods and styles of learning for students, specifically English language. Utilising social networking sites will augment the prospects for the students to overcome the hindrances of classroom environment and inspire social communication which can result in additional learning opportunities and also will inspire involvement in face to face communication in classroom. Therefore, social networking technology can assist in developing a positive learning community and healthy atmosphere for improving students learnin g English language while they are exploring their accounts.; References Brick, B. (2012).The Role of Social Networking Sites for Language Learning in UK Higher Education: The Views of Learners and Practitioners. International Journal of ComputerAssisted Language Learning and Teaching, 2(3): 35-53. Chartrand, R. (2012). Social networking for language learners: Creating marketing output with Web 2.0 tools. Knowledge Management E-Learning: An International Journal, 4(1), 97-101. Dhanya, G. (2016). Influence of Social Media on English Language Learning. Journal of English language and Literature, 3(1), 105-110. Kalasi, R. (2014). The Impact of Social Networking on New Age Teaching and Learning: An Overview. Journal of Education Social Policy, 1(1), 23-28. Mansor, N. (2014). Social Media in ESL Classroom: Exploring the Impact on Language Learning. Journal of Business and Social Development, 2(1), 14-18. Monica, S. (2014). The Impact of Social Media on Vocabulary Learning Case Study Facebook. University of Oradea. Facer, B. R. (2011).Academic podcasting and mobile assisted language learning: Applications and outcomes.IGI Global. Rogers, P. C. (2007). A Web 2.0 learning platform: Harnessing collective intelligence. Turkish Online Journal of Distance Education, 8(3), 1633. Recker, M. M. (2004).Discovery and use of online learning resources: Case study findings. Journal of Educational Technology management Society, 7(2), 93104. Yang, S. H. (2009).Using blogs to enhance critical reflection and community of practice.Educational Technology Society, 12(2), 11-21. Yunus, M. M. (2013). The use of Information and Communication Technology (ICT) in teaching ESL writing skills. English Language Teaching, 6(7), 1-8. Ynuus, M. M. (2016). Activities and Suggestions for Using Social Networking in Teaching Esl Writing. Journal of Theoretical and Applied Information Technology, 84(2), 170-182.

Institutional Accountability Dispersion of Power and Delegation of Responsibilities

Introduction Governance and accountability is a critical concept to the development of states. Accountability in governance is a vital practice. It encourages effectiveness in discharge of duties and equitable allocation of resources. Accountability in different institutions has a close link with the way power is distributed in organizations. The loci of power in institutions are useful parameters for assessing the level of accountability in the organizations.Advertising We will write a custom essay sample on Institutional Accountability: Dispersion of Power and Delegation of Responsibilities specifically for you for only $16.05 $11/page Learn More Decentralization of power is highly encouraged in most liberal democracies across the world. Decentralization of power is manifested in a number of managerial practices in institutions like the delegation of the organization’s duties and responsibilities (Brinkerhoff et al. 2009). This paper looks into the aspects of centralization and decentralization of power in different institutions and how these two aspects of governance encourage accountability. In this paper, it is argued that institutions’ accountability is better attained through dispersion of power and the delegation of the organization’s responsibilities rather than through centralization of power and control. Accountable governance in liberal democracies Having mentioned liberal democracies, it is imperative to explain how the distribution of power encourages accountability in such nations. One vital characteristic of liberal democracies in the today’s world is the high decentralization of power. Power and ability to make decisions in such countries do not lie in the hands of some individuals. Liberal states’ decisions are made through consultations between different arms of the government. This means that different arms of the government discuss, consult with each other and deliberate on th e issues before the final decision is reached (Ezzamel et al. 2007). Decisions reached through consultation and deliberations are better weighed than those that are made unilaterally. Different bodies which deliberate on the issues and come up with certain suggestions are also involved in the implementation of such decisions (Brinkerhoff et al. 2009). Therefore, there is a low possibility of manipulating decisions in the middle phases of implementation. This encourages checks, ensuring that there is a balance in the implementation process. It is easy to detect anomalies in the implementation of the decisions because of the many observers monitoring the process.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Up to this point, it is imperative to say that liberal democracies encourage institutions’ accountability. Powers are decentralized from the top governance, leaving institutions with no o ther option, but to implement such structures (Mulgan,2003). Having talked about liberal democracies, it is vital to mention autocratic governance. Autocratic governance is the least desired form government in the modern society. Autocracy means the centralization of power. A few individuals are vested with decision making power, leaving other people as mere enforcers of the decisions reached. Channels of deliberating on issues are closed making most people rubber-stamp these decisions. The quality of decisions is put in jeopardy. Therefore, the level of accountability is often low in regimes which do not embrace democracy (Trechsel,2010). Governance and accountability in decentralized institutions Research shows that most people in the world are against the centralized system of governance. There are several reasons for the resentment. One of the strongest reasons is that centralized governance kills institutional accountability through the encouragement of unilateral decision maki ng (Ezzamel et al. 2007). In centralized governance, there is one locus of power. Institutional functions are coordinated from a single point. In some instances, all the powers to make key decisions are left under the control of one individual. The result of this is that one person takes advantage of the power to make certain decisions, which might not be favourable to the whole country/institution (Kaler,2002). A deep look into the modern practices of institutional management shows that most organizations embrace decentralized structure of management. Delegation of authority and responsibility can be traced in a wider range of institutions. This is one form of decentralizing power and encouraging sharing of organizational power and responsibilities. This practice is replicated at almost all levels of governance in countries that embrace democracy. Notable examples can be traced in the United States, Western Europe, and Australia (Curtin, Mair Papadopoulos, 2010).Advertising We will write a custom essay sample on Institutional Accountability: Dispersion of Power and Delegation of Responsibilities specifically for you for only $16.05 $11/page Learn More These are the benchmark regions in as far as institution’s accountability is concerned. The question that should be asked is how the decentralization of power and delegation of responsibilities contributes to a higher accountability. Another issue that should be discussed at this point is how the centralization of power and responsibilities kills institutional accountability. These questions can be sufficiently answered by taking a deeper look into institution’s administration from two perspectives – centralized and decentralized governance (Schillemanns, 2008). Decentralized institutional governance: its role in bringing about accountability Steets (2010) observed that institutional accountability was often measured by the level at which institutions planed and assigned resources effectively in order to get the desired results. Accountability means that employees in an institution embrace ethics in their work (Shearer, 2002). The application of decentralized principles in organizations entails the redistribution of authority in institutions’ management. In such institutions, power is shared among different people. Therefore, decisions are not made by a single authority. Each department is given powers to come up with their own suggestions that may be efficient. Each section of an organization has a head who leads it in coming up with decisions and implementing them using the available resources. Perhaps, one point should be noted here. Decentralized authority does not mean that there is no centre of power. Numerous centres of power exist within an organization. However, each centre of power is given autonomy in a number of duties. This is where the aspect of responsibility starts. Leaders of departments work closely with the organi zation’s members. Institutional workers keep close checks on each other and on the overall duties that are assigned to them (Kaler,2002). Organizational tasks are not left in the hands of a few individuals but distributed among other segments of the organization. Leaving the task of decision making to fewer people has numerous consequences on institutions’ administration. One of the effects is that centralization of authority and responsibility causes flooding. Flooding encourages haphazardness in the discharge of institutional duties.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More In such situations, it is easy for an institution to attain improved performance. In delegation, institutional responsibilities are assigned to people across the institution in such a way that no person is left with a wide load of work. This exercise depends on the abilities and skills of the institution’s workers. Therefore, it is easy to narrow on a person whenever anomalies occur in the institution. However, anomalies rarely occur because every individual is involved in the institution’s production. Institutions are seen in terms of their ability to serve the society and not in terms of power and dominance (Hood,2010). Power is a minor element in situations where there is a higher delegation of duties and responsibilities. In other words, power is replaced by responsibility. People work hard to accomplish their tasks as they are responsible for any task assigned to them. Most organizations in liberal democracies thrive in the global economy due to high levels of per formance. The highest level of performance comes from the fact that there is a high level of organizational responsibility due to delegation of duties and responsibilities (Steets, 2010). According to Behn (2001), a number of people argue that accountability can still be attained in institutions that have centralized operations. Their argument is that centralization promotes bureaucracy, which in turn encourages accountability in institutions. While there is some weight in the argument, the biggest portion of the argument is refuted. This comes from the numerous study outcomes. Those results show that bureaucracy does not encourage accountability. Most functions in bureaucratic institutions are centralized. Delegation of responsibility is a rare practice in such institutions. Conclusion Institutional accountability is closely associated with decentralized systems of governance. This system of governance is synonymous with liberal democracies. Liberal democracies encourage the decent ralization of power and delegation of administrative responsibility. Most institutions in liberal democracies embrace the democratic principles of management. These principles include delegation of institutional power and responsibilities. This system governance is synonymous with autocratic regimes. In such regimes, institutions’ accountability is quite low due to the failure to enhance delegation of authorities. Institution’s power is also highly centralized. From this discussion, it is imperative to say that there is a close relation between decentralization of institutions’ power and attainment of institutions’ accountability. Reference List Behn, R D 2001, Rethinking democratic accountability, Brookings Inst. Press, Washington, D.C. Brinkerhoff, D W, Johnson, R W, Hill, R, Merrill, S, Peacekeeping and Stability Operations Institute Army War College (U.S.) 2009, Guide to rebuilding governance in stability operations: A role for the military, Army War College, U.S. Curtin, D, Mair, P Papadopoulos, Y 2010, Accountability and European Governance, Routledge, New York. Ezzamel, M, Robson, K, Stapleton, P McLean, C 2007, ‘Discourse and institutional change: ‘Giving accounts’ and accountability’, Management Accounting Research, vol. 18, no. 2, 150-171. Hood, C 2010, â€Å"Accountability and Transparency: Siamese Twins, Matching Parts, Awkward Couple?†,West European Politics, vol. 33 no. 5, 989-1009. Kaler, J 2002, â€Å"Responsibility, accountability and governance†, Business Ethics: A European Review, vol. 11 no. 4, 327-334. Mulgan, R G 2003, Holding power to account: Accountability in modern democracies, Palgrave Macmillan, Basingstoke. Schillemanns, T 2008, â€Å"Accountability in the Shadow of Hierarchy: The Horizontal Accountability of Agencies†, Public Organization Review, vol. 8 no. 2, 175-194. Shearer, T 2002, â€Å"Ethics and Accountability: From the For-Itself to the For-the-O ther†, Accounting, Organizations and Society, vol. 27 no 6, 541-573. Steets, J 2010,Accountability in public policy partnerships, Palgrave Macmillan, Basingstoke, Hampshire. Trechsel, A H 2010, â€Å"Reflexive Accountability and Direct Democracy†, West European Politics, vol. 33 no. 5, 1050–1064. This essay on Institutional Accountability: Dispersion of Power and Delegation of Responsibilities was written and submitted by user Maya Pierce to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Different Types of Cloning Techniques

The Different Types of Cloning Techniques Cloning refers to the development of offspring that are genetically identical to their parent. Animals which reproduce asexually are examples of clones that are produced naturally. Thanks to advances in genetics, however, cloning can also occur artificially by using certain cloning techniques. Cloning techniques are laboratory processes used to produce offspring that are genetically identical to the donor parent. Clones of adult animals are created by the processes of artificial twinning and somatic cell nuclear transfer. There are two variations of the somatic cell nuclear transfer method. They are the Roslin Technique and the Honolulu Technique. It is important to note that in all of these techniques the resulting offspring will be genetically identical to the donor and not the surrogate unless the donated nucleus is taken from a somatic cell of the surrogate. Cloning Techniques Somatic Cell Nuclear Transfer The term somatic cell nuclear transfer refers to the transfer of the nucleus from a somatic cell to an egg cell. A somatic cell is any cell of the body other than a germ cell (sex cell). An example of a somatic cell would be a blood cell, heart cell, skin cell, etc. In this process, the nucleus of a somatic cell is removed and inserted into an unfertilized egg that has had its nucleus removed. The egg with its donated nucleus is then nurtured and divides until it becomes an embryo. The embryo is then placed inside a surrogate mother and develops inside the surrogate. The Roslin Technique The Roslin Technique is a variation of somatic cell nuclear transfer that was developed by researchers at the Roslin Institute. The researchers used this method to create Dolly. In this process, somatic cells (with nuclei intact) are allowed to grow and divide and are then deprived of nutrients to induce the cells into a suspended or dormant stage. An egg cell that has had its nucleus removed is then placed in close proximity to a somatic cell and both cells are shocked with an electrical pulse. The cells fuse and the egg is allowed to develop into an embryo. The embryo is then implanted into a surrogate. The Honolulu Technique The Honolulu Technique was developed by Dr. Teruhiko Wakayama at the University of Hawaii. In this method, the nucleus from a somatic cell is removed and injected into an egg that has had its nucleus removed. The egg is bathed in a chemical solution and cultured. The developing embryo is then implanted into a surrogate and allowed to develop. Artificial Twinning While the previously mentioned techniques involve somatic cell nuclear transfer, artificial twinning does not. Artificial twinning involves fertilization of a female gamete (egg) and separation of resulting embryonic cells in the early stages of development. Each separated cell continues to grow and can be implanted into a surrogate. These developing embryos mature, eventually forming separate individuals. All of these individuals are genetically identical, as they were originally separated from a single embryo. This process is similar to what happens in the development of natural identical twins. Why Use Cloning Techniques? Researchers hope that these techniques can be used in researching and treating human diseases and genetically altering animals for the production of human proteins and transplant organs. Another potential application includes the production of animals with favorable traits for use in agriculture.

Undecided Research Paper Example | Topics and Well Written Essays - 1000 words

Undecided - Research Paper Example Kate Choplin and Henrick Ibsen tried to depict sensitive, smart women who are not satisfied with their second roles in the man`s world. Kate Choplin`s feminist novels were forgotten after her death as they could not find their reader in her time. But activation of feminist movement in the second half of the 20th century let the readers and the critics see her works in a new light. Chopin’s literature gift, her sophisticated manner of writing influenced by French novelists, and her dedication to social, racial and gender problems were highly evaluated buy new generation of readership. Moreover, her attention to details became a characteristic feature of Choplin`s prose. In â€Å"The story of an Hour† Kate Choplin`s explores marriage from an unexpected perspective. A young woman is told that her husband died in the railroad disaster. Relatives and friends try to present the news in the most delicate way, however the woman goes to her room to be left alone. Here she realizes that death of her husband brought her not only grief but unexpected freedom and relief. Now she can live for herself and be the only mistress of her body and soul. Choplin depicts the woman who perceived marriage devoid of pure love and intimacy as obligation. Such attitude to marriage was typical to the à ©poque but not much attention was drawn to the emotional and psychological state of women in such relationships. To emphasize the degree to which the heroine`s emotions were suppressed Choplin â€Å"kills† her, and explains her death by the sense of happiness. Thus, the author was among the first writers who encouraged women to understand their real emotions and value body and soul freedom above all. In her story â€Å"Desiree`s Baby† Choplin speaks of even more controversial topics- gender and racial discrimination. A beautiful girl abandoned by her parents is raised in the house of noble French Creoles is the principal character of the story. She falls

CAPM (Capital Asset Pricing Model) and Its Practical Use Essay

CAPM (Capital Asset Pricing Model) and Its Practical Use - Essay Example It is carried out through a properly designed and professional model that does not require to be completely renewed on a case by case basis. It has, therefore, met the requirements of the Asset Management industry in which the capacity to correctly price securities, and to properly infer the right rate of return. These are used to determine traditional and innovative alternative assets and provide all qualities that can make possible for a portfolio manager to gain an early lead over competitors (Brigham and Houston). The model, from a technical perspective, has been based on the works of Dr Harry Markowitz, a widely renowned professional and researcher who had been able to conduct important studies and researches in the field of diversification and of modern portfolio theory. According to his studies, some fundamental proven hypotheses can be synthesized as follows: Harry Markowitz, Nobel Prizer, investigated the effects of correlation rates and of diversification policies and strat egies. As a result, he found that diversification in this sense, when correctly computed and carried out, can reduce and minimize the risk of a portfolio, together with an improvement of its required rate of returns. In this perspective, a Markowitz Efficient Portfolio has been defined as the portfolio where no added diversification can lower its risk for a given return expectation. In this sense, the ability to properly synthesize the main portfolio requirements is needed in order for a portfolio manager to meet the expectations and to reach the highest expected return. Once this efficient portfolio and its relative asset allocation is reached, no investor can minimize the risk further, and any departure from this allocation is perceived as something that impairs the risk level, and any asset added to the portfolio in this sense increases the risk level of the portfolio. An accurate selection of the most efficient portfolio, hence, can be reached through the analysis of the various possible portfolios of the given securities in the light of their degree of diversification. Dr Harry Markovitz also developed and implemented the so called â€Å"efficient frontier†, which represents the total and integral selection of the most efficient portfolios, analyzed on a risk return perspective. Under this view, the portfolios of assets that compose the efficient frontier are the ones that maximize return levels for certain given amounts of volatility (defined as risk). In this perspective, Harry Markowitz developed a mean Variance model that maximizes returns for given risk levels; the major assumptions of the model are the following: Investors tend to be rational Investors can easily determine the set of efficient portfolios highlighted above and can maximize their returns for a given level of risk There is a single period investment, as compulsory one for the analysis Risk of a portfolio is highly dependent on the variability of returns An investor prefers to in crease the consumption Investors are risk averse by their nature The utility function of investors has a concave shape Major technical aspects of this model make possible to infer some major behavioral characteristic: firstly, investors prefer to retain a portfolio with lower risk, for a given return level. In addition to this, for a given risk (and volatility) level, investors tend to prefer portfolios with higher returns (Markowitz). Investors can be defined as risk averse when their expressed main priority is to minimize risk, and therefore, choose portfolios with lower risk. While, on the other side they are believed to be rational when they prefer asset

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Understanding Business Strategy - Essay Example The report states the different elements of the strategic plan of the company while studying the importance of each element. It is seen that BCG matrix analysis technique for charting the strategic plan is useful in further deciding the courses that can be offered at the new overseas centre. Table of Contents 1. Introduction 2. Vision 3. Mission 4. Goals/ Aims 5. Objectives 6. Core competencies of ABCD 7. Strategic planning techniques 8. Competitive advantage for ABCD 9. Role of managers at ABCD 10. Conclusion and recommendations 11. Personal Reflection 12. References 1. Introduction This report is intended to give a strategic plan to the management of ‘ABCD’ for establishing their branch in India with different program offerings. ‘ABCD’ is a service provider in adult education, situated in Central London and has been operating since the last ten years. It has plans to extend its operations in India from the coming academic year, and this report helps docume nt the various tangible and intangible efforts, ideas and experiences of the company in terms of its vision, mission, goals, aims and objectives, etc. Business strategy is defined as the selection of ideas and assets to meet long-term goals (What is business strategy?, 2012).The concept of strategic planning under the purview of strategic management is also introduced in the report to stress on the importance of having a business strategy for the proposed India centre. Strategic planning includes among others, defining the business goals of the organization and formulating a business strategy that can be implemented successfully by the organization for effectiveness and profitability. 2. Vision The vision of a company clearly declares the future direction of the business and helps the company clearly states its image that it wants to see in the future. A vision statement states the company’s position over the next 5 to 10 years into the future in terms of the direction it is headed in, where it wants to see itself in terms of market position, which market segment it needs and plans to focus, what strategies it plans to implement and how it plans to develop its capabilities for future. A vision statement infuses a sense of purpose for the company and sets a clear direction for the immediate future. ABCD Company has a vision statement based on its intent to provide educational services to adults. It has plans to utilize its expertise in the field of providing educational services by expanding into the global market with a new office in India by the next academic year. The company also intends to offer some of the courses that it currently offers at its London based college that has an extensive course offerings along with a pool of resources in terms of 50 part-time and full-time employees who are all highly experienced and well qualified in teaching methodologies (Olsen, 2011). Vision statement of ABCD: â€Å"to integrate capabilities and resources to p rovide worldwide adult educational services to facilitate and improve the quality of adult education†. This vision statement is key in establishing a clear direction and a sense of purpose for the management and staff of ABCD and it is also essential that the management clearly communicates its vision to the staff and enable them to set goals for the next 5 years based on this vision. Both individual and organizational level goals can be set against the backdrop of the company’s vision statement (Biz/ed, 2006). 3. Mission A mission statement of a company states the current position of the company and its values that form the basis of formulating its vision statement for future (Biz/ed, 2006). A mission statement helps the company clearly envisage itself in terms

Discourse Analysis of Opening Speeches at Shangri La

Discourse Analysis of Opening Speeches at Shangri La INTRODUCTION Rationale Under the growing trend towards globalization, English is known as the most preferable language used in every field of mans life. No one can deny the usefulness of this language in enhancing international communication among individuals, organizations, as well as nations in this fast-changing world. Not surprisingly, English is a tool for countries all over the world to participate fully in the international network. Giving speech play an important role in any kind of forums, especially in summit conferences like Shangri-La Dialogue. A good speech will show the intentions, feelings, emotions, expectation and even the criticism of the speaker to his audiences. Thus, in order to have an effective and successful speech Shangri-La Dialogue, the speakers have to provide clear and relevant messages. In addition, their intellect, understanding, political stance and consistency need to be performed when the speakers give speech. Besides, the speakers attitude also plays an essential part in making the address more effectively, vividly and persuasively. Not only that the goal of persuasion, the messages are more persuasively and powerfully delivered. I realize that there are so many interesting things that need to be studied in speeches used in Shangri-La dialogues. There has been no research so far in Vietnam, to my knowledge, offering a discourse analysis of speeches in Shangri-La dialogues. From these factors, I have decided to choose Adiscourse analysis of opening speeches at Shangri-La dialogues as the topic of my M.A thesis because of its importance and significance. This thesis is carried out with the hope that the research will be a contribution to present linguistic knowledge and provide Vietnamese learners of English, especially students in the press and diplomatic fields with some useful information about the linguistic features of speeches in political forums. Aims and objectives Aims of the study The study aims to investigate the discourse features of opening speeches at Shangri-La dialogues in terms of their discourse topics, cohesive devices and stylistic devices. Objectives This paper is designed to aim at the following objectives: To examine the discourse features of opening speeches used in Shangri-La dialogues in terms of their discourse topics, cohesive devices and stylistic devices. To study the significant effect of discourse features on opening speeches ( the contents of speech, the intention and attitude of the lecturerà ¢Ã¢â€š ¬Ã‚ ¦) To discuss about the results of the findings so that a generalization of the language can be made. To suggest some implications for teaching English to Vietnamese learners especially students of the diplomacy and press fields. Scope of the Study Within a limited scope of an M.A thesis, this research will focus on studying the discourse topics, the cohesive devices and the stylistic devices of opening speeches used in Shangri-La dialogues. Research questions In order to achieve the above mentioned aims and objectives, the research will seek to the answers for the following questions: What are the discourse features of opening speeches at Shangri-La dialogues in terms of their discourse topics? What are the discourse features of opening speeches at Shangri-La dialogues in terms of their cohesive devices? What are the discourse features of opening speeches at Shangri-La dialogues in terms of their stylistic devices? Organization of the study The study is organized into five chapters as follows. Chapter 1, Introduction presents the rationale, the aims and objectives, the research questions to solve, the scope and the organization of the research. Chapter 2, Literature Review and Theoretical Background consists of two parts. The first part is a review of previous studies related to this thesis. The second one is concerned with theoretical concepts of terms : discourse topics, cohesive devices and stylistic devices. Chapter 3, Methods and Procedures concerns itself with the research method, procedure of data collection, description of samples, data analysis and research procedures. Chapter 4, Findings and Discussion discusses the main purpose of conducting this study. It focuses on answering the research questions about the discourse topics, cohesive devices, and stylistic devices of opening speeches used in Shangri-La dialogues. It presents the results and discusses the findings of the study. Chapter 5, Conclusion and Recommendation draws conclusions and suggests some implications basing on the results in previous chapter. LITERATURE REVIEW AND THEORETICAL BACKGROUND Literature Review Discourse Analysis (DA) is a modern linguistic discipline that covers a wide variety of different fields. Discourse analysis examines language in use both written texts of all kinds and spoken data from conversation to highly institutionalized forms of talk. Analysis of discourse looks not only at the basic level of what is said, but takes into consideration the contexts which it is used. Thus, discourse analysis not only study language use beyond the sentence boundar, but also analyze naturally occurring language use. It means that discourse analysis is one of the aspects which attract the interest of many linguists and researchers all over the world. Under the heading of discourse analysis, there have been a lot of studies dealing with a wide range of its subfields such as coherence, cohesion, context, conversation analysis, information structure, speech act theory and theme-rhyme. Up to present, many foreign scholars including Halliday and Hasan [30], Brown and Yule [18], Cook [21 ], Hatch [31], Nunan [33] have made great contributions to the field in different approaches and methods. These publications focused on one or another aspect of discourse analysis theory which gave us an overall picture of theoretical background to examine how language is in use. In Vietnam, many linguists have made great contributions to the study of discourse analysis. Tran Ngoc Them [10] has investigated in detail cohesion in Vietnamese texts with Hà ¡Ã‚ »Ã¢â‚¬ ¡ thà ¡Ã‚ »Ã¢â‚¬Ëœng lià ªn kà ¡Ã‚ ºÃ‚ ¿t văn bà ¡Ã‚ ºÃ‚ £n Tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t and Văn bà ¡Ã‚ ºÃ‚ £n và   Lià ªn kà ¡Ã‚ ºÃ‚ ¿t trong Tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t. Nguyen Duc Dan [4] and Nguyen Thien Giap [5] studied discourse analysis from a pragmatic view. Diep Quang Ban [2] has given an overall view of text and utterance especially above the sentence level. Nguyen Hoa with Nghià ªn cà ¡Ã‚ »Ã‚ ©u dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n và ¡Ã‚ »Ã‚  chà ­nh trà ¡Ã‚ »Ã¢â‚¬ ¹ xà £ hà ¡Ã‚ »Ã¢â€ž ¢i [6] and more recently Nguyen Hoa with Phà ¢n tà ­ch dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n phà ª bà ¬nh [8]. Besides, there have been a number of master theses dealing with political speeches including: Le Thi Hoang Van [32] made an investigation into Linguistic Features of Antithesis in Political Speeches in English and Vietnamese. In this research, she investigated argumentation power of antithesis and stylistic features of rhetorical devices in antithesis in English political speeches and Vietnamese political speeches. Pham Khac Thu [36] did a research on Modality Markers Used in Political Speeches by US Presidents. The author investigated a wide range of modal expressions used in all the inaugural speeches of the US presidents. Nguyen Thi Hanh [35] investigated into the structure of Theme Rheme in English and Vietnamese political speeches. The study focuses on the structure of Theme Rheme in English and Vietnamese political speeches in terms of characteristics, semantic and pragmatic aspects. Nguyen Uy Dung [34] carried out an investigation into Stylistic Devices in Political Speeches by US Presidents. The study highlighted the use of Stylistic Devices in political speeches by US Presidents. Most of them studied the discourse or a small aspect of political speeches being well-prepared in written texts by the politicians. All study above gave me a useful brief knowledge about discourse and help me have an overview of language definition, language development and its branches in general, and language characteristics in details as well. Beside that, I also recognized that there are some fields which others theses do not deal with. I, myself, would like to contribute my little more effort into them. To the best of my knowledge, up to now, there is little evidence that any research on discourse analysis of opening speeches in dialogues about political issues has been done. Thus, A discourse analysis of Opening speeches at Shangri-La dialogues would be conducted with the aim of contributing a minor part to the overall picture of this field. Theoretical background The study will make use of a theoretical framework based on these following fundamental concepts. 2.2.1. Concepts of Discourse 2.2.2. Concepts of Discourse Analysis 2.2.3. Discourse topic a. Topic framework b. Presupposition pools c. Sentential topic and the presupposition pool 2.2.4. Cohesion and Coherence a. Cohesion b. Coherence 2.2.5. Stylistic Devices a. Definition of Stylistic Devices c. Notion of Common Stylistic Devices in speech b. Function of Stylistic Devices 2.2.6. An overview of a speech 3. METHOD AND PROCEDURE Research Design Descriptive method seems to be the most popular tool in doing any linguistic research since linguistics is by nature a descriptive science and the analytic method is typically used to clarify and justify their features. As mentioned above, the aim of this study was to describe and analyze speeches used in Shangri-La dialogues. Descriptive and qualitative methods were used to give a detailed description of their discourse topics, cohesive devices and stylistic devices of speeches used in Shangri-La dialogues. Quantitative information was also collected to show the frequency of the discourse features of speeches used in Shangri-La dialogues along with qualitative information about the discourse features of a speech. Data collection and data analysis Data Collection The data of the study appeared in the form of transcripts of Shangri-La dialogues on the Internet which are based on the criteria defined. They were selected mainly from the following website on August, 2015: https://www.iiss.org/en/events/shangri-s-la-s-dialogue/speeches https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/sld12-43d9 https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2013-c890 http://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2011-4eac https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2010-0a26 https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2009-99ea https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2008-2906 http://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-diaogue-2007-d1ee https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2006-f1a5 https://www.iiss.org/en/events/shangri%20la%20dialogue/archive/shangri-la-dialogue-2014 Data Analysis In this study, more than 14 samples of speeches used in Shangri-La dialogues selected for the analysis are in the form of written texts in the sources provided. After collecting these samples of answer, they are analyzed in terms of their discourse topics, cohesive devices and stylistic devices. All samples are shown in the following table: Order Date of Opening Dialogues Speaker Length 1st 30 May 2003 Lee Kun Yew 41:32 2nd 30 May 2003 Lee Kun Yew 37:26 3rd 4 June 2004 Goh Chok Tong 40:35 4th 3 June 2005 Lee Hsien Loong 32:45 5th 2 June 2006 Lee Hsien Loong 37:12 6th 1 June 2007 Lee Hsien Loong 45:23 7th 30 May 2008 Lee Hsien Loong 28:50 8th 29 May 2009 Kevin Rudd 36:48 9th 4 June 2010 Lee Myung-Bak 43:15 10th 3 June 2011 John Chipman 30:22 11th 1 June 2012 Susilo Bambang Yudhoyono 26:18 12th 31 May 2013 Nguyen Tan Dung 25:00 13th 30 May 2014 John Chipman 50:17 14th 29 May 2015 Lee Hsien Loong 38:16 Research procedures The research was conducted with the procedures as follows: Identifying the research topic to study by reviewing the previous studies thoroughly. Collecting documents related to the research in the library and other sources from the Internet. Collecting samples of speeches used in Shangri-La dialogues from the Internet. Presenting, describing and analyzing the data in order to find out discourse feature of speeches. Suggesting some implications for language users and further research. The study will be carried out following these steps: Time Work Place April-Sept, 2015 Working on proposal literature review Ä aklak Sept-Nov, 2015 Data collection + initial analysis Ä aklak Nov-Dec, 2015 Analysis Ä aklak Jan, 2016 Update literature review Ä aklak Feb-May, 2016 Writing up Ä aklak June, 2016 Completing first draft Ä aklak July, 2016 Updating first draft Ä aklak July, 2016 Finishing writing MA thesis Ä aklak Aug, 2016 Presenting MA thesis Ä aklak Reliability and Validity In terms of reliability, the source selected to be analyzed is derived from the Internet in English. Regarding validity, this study meets all required criteria. In order to answer the two formulated research questions, the observation and investigation techniques have been chosen to be the main instruments for data collection. The samples are taken from famous English political speeches by a large number of prominent representatives of each nation. REFERENCES In Vietnamese [1] Dià ¡Ã‚ »Ã¢â‚¬ ¡p Quang Ban (1999), Văn bà ¡Ã‚ ºÃ‚ £n và   lià ªn kà ¡Ã‚ ºÃ‚ ¿t trong tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t, NXB Già ¡o dà ¡Ã‚ »Ã‚ ¥c, Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [2] Dià ¡Ã‚ »Ã¢â‚¬ ¡p Quang Ban (2003), Giao tià ¡Ã‚ ºÃ‚ ¿p, văn bà ¡Ã‚ ºÃ‚ £n, mà ¡Ã‚ ºÃ‚ ¡ch là ¡Ã‚ ºÃ‚ ¡c, lià ªn kà ¡Ã‚ ºÃ‚ ¿t, NXB Khoa hà ¡Ã‚ »Ã‚ c Xà £ hà ¡Ã‚ »Ã¢â€ž ¢i. [3] Dià ¡Ã‚ »Ã¢â‚¬ ¡p Quang Ban (2009), Giao tià ¡Ã‚ ºÃ‚ ¿p, dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n và   cà ¡Ã‚ ºÃ‚ ¥u tà ¡Ã‚ ºÃ‚ ¡o cà ¡Ã‚ »Ã‚ §a văn bà ¡Ã‚ ºÃ‚ £n, Nxb Già ¡o dà ¡Ã‚ »Ã‚ ¥c. [4] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Ä Ãƒ ¡Ã‚ »Ã‚ ©c Dà ¢n (1998), Ngà ¡Ã‚ »Ã‚ ¯ dà ¡Ã‚ »Ã‚ ¥ng hà ¡Ã‚ »Ã‚ c, Nxb Già ¡o dà ¡Ã‚ »Ã‚ ¥c, Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [5] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Thià ¡Ã‚ »Ã¢â‚¬ ¡n Già ¡p (2000), Dà ¡Ã‚ »Ã‚ ¥ng hà ¡Ã‚ »Ã‚ c Vià ¡Ã‚ »Ã¢â‚¬ ¡t ngà ¡Ã‚ »Ã‚ ¯, Nxb Ä Ãƒ ¡Ã‚ ºÃ‚ ¡i hà ¡Ã‚ »Ã‚ c Quà ¡Ã‚ »Ã¢â‚¬Ëœc gia Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [6] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Hoà   (1999), Nghià ªn cà ¡Ã‚ »Ã‚ ©u dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n và ¡Ã‚ »Ã‚  chà ­nh trà ¡Ã‚ »Ã¢â‚¬ ¹ xà £ hà ¡Ã‚ »Ã¢â€ž ¢i trà ªn tÆ ° lià ¡Ã‚ »Ã¢â‚¬ ¡u bà ¡o chà ­ tià ¡Ã‚ ºÃ‚ ¿ng Anh và   tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t hià ¡Ã‚ »Ã¢â‚¬ ¡n Ä‘Ã ¡Ã‚ ºÃ‚ ¡i, Luà ¡Ã‚ ºÃ‚ ­n à ¡n tià ¡Ã‚ ºÃ‚ ¿n sà ¡Ã‚ »Ã‚ ¹ Ngà ¡Ã‚ »Ã‚ ¯ văn. [7] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Hà ²a (2003), Phà ¢n tà ­ch dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n: Mà ¡Ã‚ »Ã¢â€ž ¢t sà ¡Ã‚ »Ã¢â‚¬Ëœ và ¡Ã‚ ºÃ‚ ¥n Ä‘Ã ¡Ã‚ »Ã‚  là ½ luà ¡Ã‚ ºÃ‚ ­n và   phÆ °Ãƒâ€ Ã‚ ¡ng phà ¡p, Nxb Ä HQG Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [8] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Hoà   (2006), Phà ¢n tà ­ch dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n phà ª bà ¬nh, Nxb Ä Ãƒ ¡Ã‚ ºÃ‚ ¡i hà ¡Ã‚ »Ã‚ c Quà ¡Ã‚ »Ã¢â‚¬Ëœc gia Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [9] Nguyà ¡Ã‚ »Ã¢â‚¬ ¦n Hà ²a (2008), Phà ¢n tà ­ch dià ¡Ã‚ »Ã¢â‚¬ ¦n ngà ´n: Mà ¡Ã‚ »Ã¢â€ž ¢t sà ¡Ã‚ »Ã¢â‚¬Ëœ và ¡Ã‚ ºÃ‚ ¥n Ä‘Ã ¡Ã‚ »Ã‚  là ½ luà ¡Ã‚ ºÃ‚ ­n và   phÆ °Ãƒâ€ Ã‚ ¡ng phà ¡p, Nxb Ä Ãƒ ¡Ã‚ ºÃ‚ ¡i hà ¡Ã‚ »Ã‚ c Quà ¡Ã‚ »Ã¢â‚¬Ëœc gia Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. [10] Trà ¡Ã‚ ºÃ‚ §n Ngà ¡Ã‚ »Ã‚ c Thà ªm (1998), Hà ¡Ã‚ »Ã¢â‚¬ ¡ thà ¡Ã‚ »Ã¢â‚¬Ëœng lià ªn kà ¡Ã‚ ºÃ‚ ¿t văn bà ¡Ã‚ ºÃ‚ £n Tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t, NXB Già ¡o dà ¡Ã‚ »Ã‚ ¥c. [11] Trà ¡Ã‚ ºÃ‚ §n Ngà ¡Ã‚ »Ã‚ c Thà ªm (1985), Hà ¡Ã‚ »Ã¢â‚¬ ¡ thà ¡Ã‚ »Ã¢â‚¬Ëœng lià ªn kà ¡Ã‚ ºÃ‚ ¿t văn bà ¡Ã‚ ºÃ‚ £n tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t, Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i: NXB KHXH. [12] Trà ¡Ã‚ ºÃ‚ §n Ngà ¡Ã‚ »Ã‚ c Thà ªm (2000), Hà ¡Ã‚ »Ã¢â‚¬ ¡ thà ¡Ã‚ »Ã¢â‚¬Ëœng lià ªn kà ¡Ã‚ ºÃ‚ ¿t văn bà ¡Ã‚ ºÃ‚ £n tià ¡Ã‚ ºÃ‚ ¿ng Vià ¡Ã‚ »Ã¢â‚¬ ¡t, NXB GiaÃÅ' o duÃÅ' £c. In English [13] Algeo, J., Pyles, T., Wadsworth, T. (2005), The Origins and Development of the English Language, Heinle. [14] Austin, J.L. (1955), How to do things with words, Oxford University Press. [15] Beaugrand, R. and Dresser, W. (1981), Introduction to Text Linguistics, London / New York: Longman. [58] Pham Khac Thu (2010), An Investigation into Modality Markers Used in Political Speeches by US Presidents, MA Thesis, The University of Danang. [16] Biber, D., Conrad, S. Leech, G. (2002), Longman student grammar of spoken and written English, (3rd Ed.) England: Pearson Education Limited. [17] Borsley, R. (1999) Syntactic Theory, Second Edition, Arnold, A Member of the Hodder Headline Group [18] Brown, G. and Yule, G. (1983), Discourse Analysis, Cambridge University Press. [19] Cambridge Advanced Learners Dictionary, Fourth Edition, Cambridge University Press [20] Coates, J. (1983), The Semantics of Modal Auxiliaries, London/Canberra: Croom Helm. [21] Cook, G. (1989), Discourse, Oxford University Press, Oxford. [22] Crystal, D. (1992), Introducing Linguistics, Penguin, Harlow. [23] Dontcheva-Navrà ¡tilova, O. (2005), Grammatical Structures in English: Meaning in Context, Brno: Masaryk University. [25] Erhman, M. (1966), The meanings of the modals in present-day American English, The Hague:Mouton Co. [26] Galperin, I.R. (1977), Stylistics, Moscow: Higher School [27] Gee, P. (1999), An Introduction to Discourse Analysis: Theory and Method, London, Routledge [28] Gee, P., Green, J. (1998), Discourse analysis, learning, and social practice: A methodological study, Review of Research in Education. [29] Goffman, E. (1981), Forms of talk, Philadelphia: University of Pennsylvania Press. [30] Halliday, M.A.K., Hasan, R. (1976), Cohesion in English, London: Longman. [31] Hatch, E. (1992), Discourse and Language Education, Cambridge University Press. [32] Le Thi Hoang Van (2008), An Investigation into Linguistic Features of Antithesis in Political Speeches in English and Vietnamese, MA Thesis, The University of Danang. [33] Nunan, D. (1993), Introducing Discourse Analysis, Penguin Group. [34] Nguyen Uy Dung (2010), An Investigation into Stylistic Devices in Political Speeches by US Presidents, MA Thesis, The University of Danang. [35] Nguyen Thi Hanh (2012) , An investigation into the structure of Theme Rheme in English and Vietnamese political speeches, MA Thesis, The University of Danang. [36] Pham Khac Thu (2010), An Investigation into Modality Markers Used in Political Speeches by US Presidents, MA Thesis, The University of Danang. [37] Widdowson, H.G. (1978), Teaching English as Communication, Oxford. [38] Widdowson, H.G. (1994), Linguistics, Oxford University Press. [39] Wright, L. Hope Jonathan (1996), Stylistics-A Practical Course Book, Routledge. [40] Yule, G. (1996), Pragmatics, Oxford University Press. [41] Yule, G. 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