Persuading local business owners to develop a parking structure Research Proposal

Persuading local business owners to develop a parking structure - Research Proposal Example Lastly, the proposal includes details regarding different personnel of XYZ Company that will play a crucial role in success of the project. In this regard, XYZ Company shows its commitment to facilitate twenty-six business organizations of Washington Square Plaza in fulfilling its requirement of parking structure with the provision of quality service and first-class products. Kindly do not hesitate in contacting the company at (123) 456-7890 or through email at abc@xyz.com Sincerely Yours Mark Siegel XYZ Company Project Manager abc@xyz.com (123) 456-7890 Executive Summary It is a study that since few years, there has been noteworthy increase in the quantity of business organizations operating in Washington Square Plaza, and that has caused expansion of businesses. ... Besides present issues and problems, it is expectation of Washington Square Plaza’s management that number of organizations operating in the plaza will augment in the coming years due to its chief position and easy entrance from around the city. For this basis, the proposal includes dialogue on brief explanation of parking project for authorization from all the organizations operating in the Washington Square Plaza. The proposal includes a map of surrounding areas of Washington Square Plaza as well that signifies main position of the plaza and indicates space of parking structure with the red balloon. At present, the parking structure will allow approximately two hundred cars in its space, whereas, the structure has capacity for extension that will allow parking of another 200 cars. In brief, the project will include five phases of initial planning, data analysis, concept development, concept to customers, and preliminary design. Introduction It is an observation that since fe w years, there has been significant increment in the number of business organizations operating in Washington Square Plaza, and that has resulted in growth of businesses. However, at the same time, employees and employers of these business organizations are confronting a huge issue of parking due to increased number of employees working in the building, and thus, increment in the demand of spaces for parking. In this regard, this proposal will include description of different aspects of the parking project. Need Statement Analysis (McDonald, 2007) has indicated that Washington Square Plaza has twenty-six business organizations in its premises, and approximately, every business organization has twelve employees on average.

METABOLISM, Report on any two (2) classes of messengers, that interact Lab

METABOLISM, on any two (2) classes of messengers, that interact with each other, directly or indirectly, to alter the met - Lab Report Example When these glucose levels reach a high level, the pancreas will release insulin that stimulates tissues that are dependent on insulin to take up the excess glucose. Therefore, glucagon is one part of the feedback system, together with insulin, that stabilizes the levels of blood sugar. Glucagon is synthesized in the islets of langerhans by the alpha cells and secreted by the same cells. The islets of langerhans are found in the pancreas’ endocrinal portion and in man1. Glucagon is a peptide hormone with 29 amino acids, and generally, it acts to raise sugar levels present in the blood through promotion of glycogenolysis and gluconeogenesis, which refer to splitting of stored glycogen to glucose sub-units and formation of glucose respectively2. It exists as an inert holoenzyme, pro-glucagon, which is activated by pro-hormone convertase into glucagon. Glycogen is a polymer form of glucose that is similar to starch in plants and is stored in liver hepatocytes. These hepatocytes po ssess receptors for glucagon that bind the hormone. On binding of glucagon, the hepatocytes release glucose from the glycogen polymer released to the blood, for use by other cells through glycogenolysis. Simultaneously, glucagon also binds to hepatocytes and kidney cells and stimulates the synthesis of glucose through the process of gluconeogenesis. Through, shutting down the process of glycolysis, glucagon leads to the shunting of glycolytic intermediates to the reformation of glucose. The hormone also has a minimal on the human process of lipolysis. It appears that production of glucagon depends on the CNS, although the pathways that affect the production of glucagon are yet to be clearly defined. Glucagon dissociates soon after it binds onto the glucagon receptors since they change the configuration after activating cyclic adenosine monophosphate2. The free glucagon is dissociated in the blood by proteolytic enzymes. Cyclic adenosine monophosphate is a nucleoside phosphate, which acts as a second messenger and is of utmost importance in numerous processes in the human body. The messenger is formed from ATP, and the resultant molecule is used in signal transduction within the cell acting in the cyclic adenosine monophosphate dependent pathway3. Adenylate cyclase, which is found on the inner membrane’s inner surface, synthesizes cyclic adenosine monophosphate from the precursor molecule ATP. Adenylate cyclase enzyme undergoes activation through G-protein coupled receptors, whereas it is inhibited by inhibitory G-protein coupled receptors. Adenylate cyclase within the liver and in the muscles is more specific to glucagon than it is to adrenalin3. Cyclic adenosine monophosphate has one phosphate group that is bound to position three and position five of the sugar through two phosphate-ester linkages4. These linkages form a cyclic structure or a ring that is limited by residues of oxygen and phosphorous, as well as by the carbons at position three and fiv e. This explains why it is referred to as cyclic adenosine monophosphate. It is used for signal transductions within human cells for passing on the effects of hormones that cannot pass through the plasma membrane, such as the peptide hormone glucagon. Cyclic adenosine monophosphate is particularly involved in protein kinase activation. It also binds to ion channels and regulates their permeability. Some of

Gender Socialization in American Social Institutions Essay Example for Free

Gender Socialization in American Social Institutions Essay Socialization refers to how people learn different cultures and learn to live with the various aspects of the cultures. For an individual, socialization provides an opportunity to gain various habits and skills that are necessary for participating and acting at various levels within the society. For the wider society, socialization enables different people to exchange moral norms, values, attitudes, social roles, languages, motives and so forth, thereby attaining a form of social and cultural stability (Sapiro, 1990). Socialization is affected by many factors, which have contributed to factors such as social stratification with particular with reference to gender among various societies. Many social theories have suggested that gender is a core cause of social stratification in the American Society (Stone, 2001; Andersen Taylor, 2005; Levinson, Cookson Sadovnik, 2002; Giddens Griffiths, 2006). Social stratification with respect to gender has been noted in many areas such as place of worship, schools, workplaces, and many other areas that involve social interactions. According to Andersen and Taylor (2005), the various methods used in interaction in different institutions lead to stratification since males usually tend to dominate the social scene, thus creating a situation whereby females have to play a second role in socialization. This paper will evaluate the methods of socialization used by people in different American educational institutions with particular reference to the role of gender in the social scene. The format of the paper will involve a brief discussion of the various aspects of socialization in the American context followed by a discussion of the methods of gender socialization in American social educational institutions. Gender socialization among Americans According to Stone (2001), the American society places a lot of importance in the role of the family as the basic social unit of the society. In fact, the evidence for this is shown by the abundance in most libraries of published materials regarding marriage and family life in the United States. The interest in family life is instigated by the fact that there are various instances of gender interaction such as those involving children; between children and their parents; between parents; and between parents and their in-laws (Stone, 2001). An obvious gender interaction that is usually less mentioned is that between any parent and mother-in–law or father-in-law of the opposite sex. The aspect of mother in law in particular has been a problem to many couples in the American society. In this context, Stone (2001) quotes Eppie Lederer who commented on the persistent problem associated with mothers-in-law by asking the question â€Å"Must we outlaw the mother in law? † The products of family life, that is children, also socialise differently depending on where they are. Andersen and Taylor (2005) note that gender socialization among children is impacted upon by peers, parents, the media, schools, religious institutions and forth. It is at the child level that various paths of gender socialization are charted. For instance, in schools girls usually get involved in communal games and like getting into groups whereas boys tend to put interest in games that are individualistic (Andersen Taylor, 2005). The same authors also note that girls play more freely when they are involved in same sex groups. On the other hand, boys tend to wield power over girls when they play with them and have a tendency to create laws of play over girls. This is perhaps what leads to men’s dominance in scenes in later life (Andersen Taylor, 2005; Stone, 2001). Methods of gender socialization in American educational and religious institutions As is the case in all societies, socialization occurs at all stages of life, not just in childhood stages. The attributes displayed by children in their early days such as gender-typed forms of games are indicator of behavior that appear later during adult life. The aspects of competitive play displayed by boys prepare them for the kind socialization environment they encounter as adults. Giddens and Griffiths (2006) note that boys engage in more aggressive socialization activities because in future they get active in activities such as sports; and the large groups they socialize with also teach them to cooperate and compete when working together later in life. Among girls, there is a slightly different approach to socialization. Andersen and Taylor (2005) note that learn in the same way as girls but they don’t tend to value the attributes such as highly as boys or men even though these attributes are no less important to them. Thus, gender socialization in various American educational institutions is based on these attributes as discussed in the following sections. Gender socialization in schools Schools in have a distinct influence on gender socialization because of the considerable amount to time children spend them (Cookson, 1990). Teachers of either sex have different expectations for boys and girls. According to research findings, boys in American schools call out answers about eight times more than girls (Andersen Taylor, 2005). This makes boys get more attention from their teachers than girls. This point is emphasized by the fact that when teachers of either sex respond to the boys they increase the boys’ level of perceived importance. Another level of socialization in schools is the kind of books used in class. The kind of messages depicted in the books usually determine the kind of socialization that children have later in life or among themselves (Levinson, Cookson Sadovnik, 2002). If a person of a certain gender is used as a central figure and is portrayed to be powerful or a genius, a mentality is developed among children that people of that gender are powerful in all dimensions. Most of the characters depicted as such are men. Gender socialization and religion Religion is one of the aspects of gender socialization that is often overlooked in the American society. Different religious groups lay emphasis on different aspects of their culture such as gender differences. For instance, most Judeo-Christian religions found in the United States put much emphasis on gender, with a common perspective that men are superior to women. In religions that embrace Orthodox Judaism, men offer prayer to God thanking him for not having made a slave of woman for them. In addition, many other religions in the United States exclude women from leadership in religious functions to signify that women hold a lower position in the society (Levinson, Cookson Sadovnik, 2002). Aside from the religions that belittle gender, socialization in Christian and Muslim faiths encourages some form of gender equity (Cookson, 1990). Thus in both churches and mosques, women constantly use what they learn based on their faiths to question racist practices and other forms of unfair treatment by men. Along this line, protestant and evangelical churches in the United States campaign for shared household roles and equal job opportunities as part of socialization between men and women (Stone, 2001). Gender socialization and the media Different forms of media such as magazines, film, television, music and many others have a lot of influence on the kind of socialization in the United States. Communication through the various forms of media is facilitated through features such as cartoons, narrations, messages in music and so forth. Men and women play different roles in the media industry and this determines show they socialize at various levels. But a common tendency is that men are usually portrayed as more powerful figure in various media by their dominance in films, sports, and many other activities. This has changed how people view various forms of media and stratified the society (particularly learning institutions) in terms of popularity of some programs. Television in the United States has been criticized for portraying unrealistic images of women and men with respect to their appearance and age (Stone, 2001). There is a common opinion that women are usually portrayed provocatively on television in dresses such as underwear, nightwear, swimsuits and so forth. Media images in social scenes such as social halls, school halls, colleges and other institutions in the United States and so on are criticized for depicting white men as exercising higher authority than white women as well as black men and black women. Many advertisements in social settings also have the same tendency of depicting the male gender as being superior to the female gender (Stone, 2001). Gender socialization and employment in educational institutions Workplaces as schools are characterized by people of either gender playing different roles. The American system of job classification us characterized by hierarchical organizations which put men and women in different job capacities. For instance, most principals in schools and superintendents of colleges are men (Andersen Taylor, 2005). This therefore creates an ill-advised notion that leaders in social institutions are always men. Conclusion It is evident that various from of gender socialization in educational institutions such as schools, colleges, churches, social halls and so forth in the United States is greatly influenced by the kind of socialization that takes place in elementary levels of education such as junior schools. In addition, the kind of behavior that boys and girls are exposed to is carried into adult life. This is shown in many organizations that disseminate knowledge such as colleges, most of which portray men as being superior to women. References Andersen, M. L. and Taylor H. F. (2005). Sociology: understanding a diverse society. New York: Cengage Learning. Cookson, L. Gender equity, social institutions and the future of fertility. Journal of Population Research, 17(1):1-14 Giddens, A Griffiths, S. (2006). Sociology. New York: Polity Levinson, D. ; Cookson, P. W. Sadovnik , A. R. (2002). Education and sociology: an encyclopedia. New York: Taylor Francis. Sapiro, V. (1990) Women in American society: an introduction to womens studies. New York: Mayfield Pub. Co. Stone, L. (2001). New directions in anthropological kinship. New York: Rowman Littlefield.

Discussing British Police Forces In The Uk Criminology Essay

Discussing British Police Forces In The Uk Criminology Essay British police forces in the United Kingdom are unarmed, patrolling officers carry baton, speed-handcuffs and incapacitate spray. However, some units carry sub-machine guns and protective clothing on the international airports. Police use of force is a controversy subject of many discussions and it can create social conflict. Citizens want the police to be able to protect them against criminals, crime and violence by use of force. The fear of use of force and abuse of authority by the police will challenge freedom and basic human and civil rights. It also threatens characteristic and priceless value to British traditional policing by consent (Waddington and Wright 2008, Waddington 1991, Waddington 2003 and Waldern 2007). To answer the workshop report question it is necessary to state that the above quote The police are the custodians of the states lawful monopoly of force/coercion comes from Waddingtons book The strong arm of the law, published by Clarendon Press in 1991. Main body: Background information: Policing and police forces in England and Wales differ to the policing style in Scotland and Northern Ireland. The start of policing was seen in 1829 in London established by Sir Robert Peel (Waddington 2003 and Palmer 1988). The police officers were armed at the beginning when the famous Bow Street Runners carried weapons. However, Peel insisted on creation of the New Police. It would include British police officers who are seen as citizens in uniform, that means that they have more powers then citizens when are uniformed, but they are equal when off duty. Also they were dressed in a non-military style and their presence was highly visible in the community (Waddington and Wright 2008 and Waldern 2007). Police use of force and coercion: Police officers always must justify their use of force and it must be necessary and proportionate to the situation and danger. The force must aim and targeted at the specific offender (Harlow 1974, Ashworth 1975 and Waddington 2003). The Metropolitan Police Service has its firearm department, called CO19 (known over the years as D6, D11, PT17 or SO19). Arms Police carry various combinations of weapons, including carbines, rifles, baton guns, pump-action shotguns and tasers. Coercion is way of reaction and practice when forcing public to behave in an involuntary conduct. Those actions and practice can be accomplished by use of threats, intimidation, form of pressure and force or use of torture as the most extreme methods (Police 2009, Waddington 1991). Previously, the military was the exclusive states custodians of force. Due to the growth of the nations multicultural and citizenship the police developed into the core institution to establish compliance between states lawful monopoly and the citizens (Marshall 1950, Tilly 1995 and Waldern 2007). Shoot to kill policy: Police officers use of lethal force is the last resource, to eliminate the threat and it does not mean shot to kill, although it aims to stop an imminent threat to life. The practice and recommendations when using lethal force in relation to terrorists was to aim at the torso, with is the biggest part of the body. From the other hand, it mostly causes fatal injuries to the terrorist suspect. It was replaced with the recommendation to use firearms as the last resource in self-defense cases. The counteract point can be argued that the bomb placed on the chest and can be detonated when shot. That can clarify the actions of some armed police officers (e.g. shooting of Jean Charles de Menezes on 22/07/2005) who shot to incapacitate by multiple shots to the head of a suspected suicide bomber. Shooting in such a way intends to guarantee immediate flaccid incapacitation of the brain stem. The main principle of shooting to incapacitate is not to kill however to accomplish instant incapacitation (ACPO 2005, Amnesty International 1988, Asmal 1985, Kennison and Loumansky 2007, Mainwaring-White 1983, Squires and Kennison 2010 and Waldern 2007). Policing by consent: Policing by consent is the relationship between police and community based on agreement. Community needs to respect and follow actions, tasks and routinely police work in return of detection and protection from crime. British police officers stay unarmed to uphold Queens Peace. The term of policing by consent can be confusing because police officers operate as members of the legitimate authority, custodians of the state. The police officer may ask the suspect to remain calm, answer few questions and stay with the police officer. The suspect may refuse the follow officers instructions, which will probably result in the suspect being arrested. The suspect did not consent to being arrested but wanted to leave, the police powers of arrest allow the police officer to act against suspects will and detain the suspect. The publics compliance can be achieved by informing the public what to do. In case if they refuse and do not comply, police officer can force them to compliance (Police 2009 and Waddington 1991). Legislations: Those documents give the police powers to use force as a custodians of states lawful monopoly. Police and Criminal Evidence Act 1984 Gives powers of arrest, search a person/vehicle without first making an arrest, search premises, seize and retain property found on premises/persons, the requirements for the detention, treatment and questioning of people in the custody, recording of interviews, methods used during the investigation and deals with the detention of terrorism suspects (Home Office 2010). Human Rights Act 1998, Article 2 Protects right to life and states the use of lethal force by police should be necessary and proportionate (The National Archives 2010 and Waddington and Wright 2008). The ACPO Manual of Guidance on Police Use of Firearms The police officers may use force only when strictly necessary and to the extent required to perform their duties (ACPO 2005). Criminal Justice Act 1967, section 3 Any person may use reasonable force in prevention of crime or assisting during the lawful arrest for lawful purposes (Waddington 1991 and Waddington and Wright 2008). Common Law Police officers and citizens share a right to defend themselves and the duty to maintain Queens Peace (Waddington and Wright 2008). Conclusion: The law in United Kingdom allows police officer to use reasonable force to make an arrest, to prevent crime from happening or in case of self-defense. The use of fatal force needs to be justified that the fore used during the given circumstances was not more than absolutely necessary. The above picture created public concerns and nervousness about the issue of usage of the minimum force and style of policing based on coercion. The police have authorization by the law to achieve compliance from the public by usage of coercion. As mention earlier, policing by consent and coercion created the dilemma, due to the publics expectation, norms and values and the methods of policing. The armed officers are allowed only to shot to stop an imminent threat to life. Police officers need to take a responsible decision when planning to shoot a firearm. The officer must be convinced of the indisputable need to fire a gun in order to protect life, the rational nature of the force that they will use, and the insufficiency of any other option. The force used by police as the custodians of the states monopoly of force can only be used against citizens who breach the peace and break the law The formation of an unarmed and civil police force is the mark-point of the British police tradition. It resulted in the establishment of the states lawful monopoly for force. References: ACPO (2005) The ACPO Manual of Guidance on Police use of Firearms, ACPO Amnesty International (1988) United Kingdom: Northern Ireland: Killings by Security Forces and Supergrass Trials, London, Amnesty International Ashworth, A. J. (1975) Self-defense and the right to life, Cambridge: Law Journal 34, Volume 2 Asmal, K. (1985) Shoot to Kill? International Lawyers Inquiry into the Lethal Use of Firearms by the Security Forces in Northern Ireland, Dublin, Mercier Press. Harlow, C. (1974) Self-Defense: Public Right or Private Privilege?, Criminal Law Review Home Office (2010) Police and Criminal Evidence Act 1984 (PACE) and Accompanying Codes of Practice, http://www.homeoffice.gov.uk/police/powers/pace-codes (accessed on 05/11/2010) Kennison, P. and Loumansky, A. (2007) Shoot to kill: Understanding police use of force in combating suicide terrorism, Crime, Law and Social Change 47 Mainwaring-White, S. (1983) The Policy Revolution, Brighton: Harvester Marshall, T. H. (1950) Citizenship and Social Class and Other Essays, Cambridge University Press. Palmer, S. H. (1988) Police and Protest in England and Ireland, 1780-1850, Cambridge: Cambridge University Press Police (2009) Policing by Consent, The Police Federation of England and Wales Squires, P. and Kennison, P. (2010) Shooting to kill? Policing, Firearms and Armed Response, Wiley-Blackwell The National Archives (2010) Human Rights Act 1998, http://www.legislation.gov.uk/ukpga/1998/42/contents (accessed on 05/11/2010) Tilly, C. (1995) Popular Contention in Great Britain, Harvard University Press. Waddington, P. A. J. (1991) The strong arm of the law, Oxford: Clarendon Press Waddington, P. A. J. (1999) Policing Citizens, London, Routledge Waddington, P. A. J. (2003) Human Rights and Police use of Force in the Terrorist Context, in Stenning, P. C. (eds.) Police use of Force and Human Rights, Criminology Research Centre Occasional Paper Waddington, P. A. J. and Wright, M. (2008) in Newburn, T. (eds.) Handbook of Policing, Second Edition, Willan Publishing Waldern, M. J. (2007) Armed Police: The Police Use of Firearms since 1945, Sutton Publishing

education :: essays research papers

children were expected to attend schools where the King James Bible was read, where Protestant hymns were being sung, where prayers were being recited, but most importantly where textbooks and the entire slant of the teaching was very much anti Irish and very much anti Catholic.† â€Å"Many schools required that students recite passages from the Bible, or the Lord’s Prayer. Christian holidays were celebrated, even in cities like New York, where large numbers of students were Jewish (91-92). Even though the parents of the Jewish children did not except the religious teaching and celebrating of holidays such as Christmas they wanted their children to get the best possible academic education. The parents did not want their kids to work in a factory when they become older, which was expected for the Jewish children to work when they grow up, with this being said riots occurred in a time frame of 5 to 7 days, windows of the schools were broken, cars destroyed, and policemen were stoned. These riots came about due to Jewish children not learning about academics, but instead they learned how to sew and shop. According to â€Å"New York Time Upfront, March 5, 2001, stated, â€Å"In the 1870’s some said too much education would hurt a women’s health. FEMALES KEEP OUT. That message might have been posted at colleges in this country’s earliest years, had it not bee thought too obvious to need saying. A woman’s place was in the home, and higher education—like the vote—was the province of the male. In the 19th century, however, colleges for women began to be established, and other new colleges opened their doors to both sexes. The change sparked an earnest public debate. One question in dispute—in an era when housework itself was brutal toil: How much study could female bodies bear without damage? (v133i13 pg24). That was an example of how it uses to be, here is an example of the changes that has been implemented. Back in those days the women had their husband to support them. Today, I am a single black educated professional woman. I worked and went to school full-time and raised two kids. It is true that this is hard for woman, but with no support of a man in the house gives a woman the strength to manage the life of a man to support the family. I knew that if I did not finish my education, I could not earn a deceed salary to support my children.

Cruelty In Literature :: essays research papers fc

There are many examples of cruelty in literary works. Literary works such as plays, novels, films, short stories, and poetry. One may believe that cruelty is a way of life. Cruelty is included in great works of literature such as The Crucible, The Scarlet Letter, Bartleby, The Red Badge of Courage, The Last of the Mohicans, Lottery, Dr. Heidigger’s Experiment, Redburn, Angel of Death, Gold Bug, The Tell-tale Heart, and Night. The following is an explanation of the cruelty and the result of it. In the Last of the Mohicans, there are many acts of cruelty displayed. For example, The bad Huron Indian Magma makes the English troops walk right into a war party trap. As a result of this action, The English troops fought every Indian in the war party, but three Mohicans killed most of the Huron. Another example would be when Monroe won’t let the militia go back to the frontier to defend their families. As a result, Nathaniel helped the people who wanted to leave, escape. Another example would be when the Huron Indians killed Uncas. In turn, Alice threw herself off a cliff because she loved him so much. Another example would be when the French told the Huron not to attack the American troops again. As a result, the Huron attack the American troops anyway. Theses various counts of cruelty show that the Huron Indians are a cruel people. In The Red Badge of Courage there also are many acts of cruelty displayed. For example, Henry runs away from battle. In turn, Jim and the rest of the company got wounded and some died. Another example would be when the red coats attacked the Americans. As a result, Henry ran away again. Another example would be when the generals were laughing about the win. In turn, Henry overheard them and thought he was celebrating about something he didn’t help in and was treating the entire war as a game. Another example would be War itself. As a result, Henry gets war fever and runs in front of the line, in a suicide attempt. Another example would be when Henry was asking for help from a running solider, the solider hit Henry with the butt of his rifle. In turn, Henry was knocked out and left for dead. Unlike the Huron, the red coats and their own men are the cruel ones. One of the solider on his side actually strikes Henry, which knocks him out. This movie also illustrates cruelty from a 3rd party, the generals are not involved directly yet cause cruelty. In Bartleby, there are many occurrences of cruelty. For example, Bartleby wouldn’t leave the office. As a result, many people get mad. Another example would be when Bartleby’s old boss moved out of the office. In turn, the new owner came back to his old boss and said get rid

Business memo for “I Won’t Hire People Who Use Poor Grammar. Here’s Way,” Essay

After reading Kyle Wiens’ recent article, â€Å"I Won’t Hire People Who Use Poor Grammar. Here’s Way,† in July, 2012 issue of Harvard Business Review, I would like to make some recommendations about whether or not to add grammar testing to ABC Company’s hiring practice to improve ABC Company’s hiring standards. In Kyle’ article, he writes people who make grammar mistakes â€Å"deserve to be passed over for a job† and he puts a mandatory grammar test in hiring process. To better assess a grammar test to be a must in hiring people, Kyle emphasized the importance of grammar by giving the following reasons: 1. Grammar is relevant in all companies, not only limited to writing companies. 2. Grammar signifies people’s business sense 3. Grammar reflects one’s attention to details From the reasons showed by Kyle, grammar is really important in business. Not only does it leave the first impression of a company on the mass, but also it shows an employee’s sense to details. With the development of modern society, the competition among companies is more and more fierce. One detail could help a company to differentiate from others and make profits. To adapt to the intense competition, companies needs to recruit those who are qualified in skills and in details. The current hiring practice in ABC Company is limited in identifying person’s character on details. Grammar testing could be a litmus test that helps justify whether a person is detail-oriented to be qualified for the job. As Kyle mentions, â€Å"†¦details are everything†, I would recommend the ABC Company  to add grammar testing in hiring practices to better hiring more both skill-qualified and detailed-oriented people.