Impact of a Risk Premium on the Empirical Testing of FOREX Essay

Impact of a Risk Premium on the Empirical Testing of FOREX - Essay Example In line with this, the empirical tests test for the availability of atypical or risk –accustomed earning opportunities. However, in the case of ambiguity and uncertain venture such as spot and forward (JACQUE, 2014) speculation, it is complex to interpret the empirical tests relative to the market efficiency. The fundamental model applied in testing marketing efficiency is the joint hypothesis, which means that two hypotheses are tested at the same time. In such cases, when the risk premium is in existence it creates an impact which shifts the equilibrium return on currency trading toward a high point. This implies that, the profits attributed to the currency trading do not show market inefficiency if these returns are fewer than the suitable risk premium (ULLRICH, 2009). This impact can be explained by an example of a corporation, which hedges, and in return, its financial experience to the currency risk reduces. This implies that, in the absence of a risk premium, the firm d oes not sacrifice any return in the process of risk reduction. If the corporation faces high cost of financial misery, then this nature of reduced volatility will benefit its operations (RECORD, 2003). This implies that the effect of risk premium on a firm is immensely attributed to the hedging of a corporation when the risk premium exists. In addition, the risk premium on empirical testing invokes significance and negative relationship with the expected future spot rate. In addition, the premium risk offers a more explanatory note relative.

Video games as a for of art Research Paper Example | Topics and Well Written Essays - 1500 words

Video games as a for of art - Research Paper Example Why are they perceived as toys and not art? They are as beautiful as the works of arts we see in museums. Art is a manmade object, which is an illustration of an individual’s (artist) emotion and ideas that engage the audience’s emotions. Videogame engage people’s emotions and they are an imaginary world created by emotion and ideas of designers. It might not be made by artists or intended to be art, but that does not make it any less than a piece of art. Videogames even have more influence to people compared to a piece of art because you are in control, you make the calls, which engage an individual more. Have you ever walked into a class and look at the teacher for the full 45 minutes without understanding anything? Well, all people have been through that moment. A school in NYC uses only videogames to educate their students. All the students are paying attention and doing everything they could because they enjoy it. They are emotionally engaged in that videogame they are playing. Videogames are made to entertain people. They entertain people by engaging their emotions and feelings. Many people cried and laughed over a videogame. There are games that need the player to think in order to solve a riddle. Videogames create an imaginary world that an individual is ruling. As a player you’re the protagonist, you’re the king, you’re everything in the game. What is a better place to stay in other than the world you are ruling? As a player, you might like a game and praise the company that made it. What individuals do not think about are the people who made them (Robinson). A game is in a different world, with new building and new creatures that we never saw in real life, but where does all of that come from? It is all the imagination of an individual who spends 12 hours a day for about 4 or 5 year that is working on a game that his name will never be put into. Designers spend years making

Nigerias Position on the Palestinian-Israeli Conflict Essay

Nigerias Position on the Palestinian-Israeli Conflict - Essay Example The General Assembly reiterated that it is always illegal to acquire a territory by use of force or any threat and found that Israel has been breaching the international law. The conflict between the two countries has been present for a long time, thus there is a need to settle the situation between the two. Without taking the side of the Palestine, the country supports the call for Israel to respect and honour its responsibilities and obligations in the international community. Nigeria encourages that both country will do everything to make peace in good faith. Palestine should also stop any act of dispute and violence and make peace. The two countries should make compromises to arrive at a suitable peace agreement (UNGA 10/10246). Until today, Nigeria has been very supportive of the Middle East peace process however, the country felt a little frustration regarding the progress of the negotiation. According to Kio Solomon Amieyeofori, the success of the negotiation was up to the con cerned parties, Palestine and Israel. The country still supports the Road Map peace plan as the solution to the continuous conflict of the two countries. The country encourages stopping Israel’s settlement-related activities in East Jerusalem and West Bank and calls to freeze the militant attacks in Gaza.

International Business & Strategy Essay Example | Topics and Well Written Essays - 2000 words

International Business & Strategy - Essay Example Robert Walters as per the comparative analysis in the appendix India is the best target market alternative due to the prevailing macroeconomic environment in the nation. For a company that focuses on the recruitment of human resources for organizations, India is an important frontier due to the political, economic, social, technological, technological, legal and competitive factors that an investor is likely to derive from the nation. The external environment also affects Robert Walters and there is need to analyse the organization’s relationship with the environment as well as its business strategy. This can be analysed through the PESTLE analysis, which looks at the political, economic, social, technology, legal and environmental factors and how they affect the enterprise (Dransfield 2001, p.20). As a company that operates in an international market where there are several competitors, it is important to understand the macroeconomic environment that one intends to operate in and this determines the policies that the company decides to adopt in order to remain successful and profitable in a foreign market. Therefore, any company that intends to operate and maintain a competitive advantage over the others must consider the macroeconomic factors that prevail in that particular market. The political factors include the stability of the government, the taxation policies, foreign trade regulation as well as the social welfare policies, which greatly affects the operations of the business enterprise (Partridge 1999, p.76). Under the political factors, India is often referred to as the largest democracy in the world only followed by the United States and this has a profound effect on the success of any business that may be started or carried out in the nation. The political situation in India underscores the fact that all businesses within a nation must always operate within the confines of the political

Organizational Training Design Assignment Example | Topics and Well Written Essays - 3750 words

Organizational Training Design - Assignment Example It is evidently clear from the discussion that the training program is conceptualized to introduce key personnel to the rudiments of the customer contact software package (SAM) chosen by the team.   The trial run, scheduled for a single day, would provide preliminary insights into crafting a better program for larger scale integration. In this manner, the trial training will help the firm realize better results while avoiding costly errors that may have been encountered without the trial program. The firm is in the midst of its regular operations. In the financial services industry, the stock market, currencies market, and securities trading are constantly moving. Prices of the traded assets are always being bidded up or sold down in any one trading session, for which reason the brokers, traders, and analysts are always focused on the market. Obviously, training is going to come into direct interference with this. Clients may be called during the course of trading to speak with the ir own traders or analysts (who may be managers), for feedback, advice, or transaction in the markets. If such person were pulled out of the firm’s operations for one day, then customers will find this disconcerting because they have established trust with their usual contact and may not want to transact with others. Prior arrangements and coordination should, therefore, be made with substitute personnel if any, or better yet, arrangements should be made to hold the training during a non-trading day, or possibly broken down to be accommodated into non-trading hours during work days. Depending upon the individual manager’s perspective, he may consider the training as either opportunity, reward or punishment. Employees who are engaged and motivated, and who feel an empathy with the market and the needs of the firm, will only look at the training program as an added opportunity. Training programs, after all, provide the individual worker with added tools by which he could more effectively address his work. In a sense, the trainee-manager may feel that the training program may be a reward. Oftentimes, being in the pilot batch of a program may be construed as an honor, because it is an acknowledgment of the above-average capabilities and skills of the trainee. After all, the best subjects are usually chosen for the trial of a new innovation, to assess the best possible chances for success of the prospective change. Seldom, if ever, will the training program be considered as punishment, but in such case, it may be due to the perceived withdrawal of the trainee from the workplace, affording him less change for output performance for the day in case there is some competitive (as against others) or evaluative (as in chances for promotion or raise) implication of such foregone output. All persons or groups who may have a strong faith in computerization and are convinced that the firm’s sales will be improved by added technology will definitely have an interest in seeing it succeed. Also, those employees who are in touch with market developments and are aware of competitive advantages of their company’s competition will praise and root for the success of the installation, training, and implementation activities with regard to SAM.  

Ethical Decision making by School Principals Essay Example for Free

Ethical Decision making by School Principals Essay Principals are faced with the challenge of managing schools and there is need for them to be ethical, respectful, inspiring, creative and knowledgeable about methods of instruction and the culture of the school and curriculum. These principals are also faced with the challenge of knowing and identifying areas of support that is able to enhance the school’s mission and also manage the areas that impede the achievement of a stated mission of the school. Since the needs of students are ever changing, they should also be in a position to make both smaller and larger adjustments that could be beneficial to the school and easily manageable by the organization in the management of these decisions. (Sousa, 2003, pp. 195-198). A decision is termed as ethical when it is able to bring about positive results and does not harm other people or the third party. These decisions are able to bring forth respect, trust, fairness and caring, responsibility and demonstrate good citizenship. When a decision accomplishes the needs of people together with their purposes, it is then termed as an effective decision. Ethically sound decisions are mostly advanced by two critical aspects namely discernment and discipline. For a decision to poses the aspect of discernment, it requires judgment and knowledge. The strength of character on the other hand, makes up a good decision and this takes moral change and the will power to be able to do what needs to be done (Hoy Tarter 2004, pp. 56-60). Ethical decision making calls for good leadership from principals. Leadership may be described as the authority or ability of an individual or individuals to lead others towards the achievement of a goal. It involves directing and influencing others towards the accomplishment of the stated common objectives and involves responsibility and accountability for the group. There are various leadership styles that are used today in many organizations and institutions. The autocratic type of leaders apply unilateralist while dominating their team-members in order to achieve a particular objective. However, this method often results to resistance from the team- members, as this style generally requires constant pressure and a lot of direction to get things done. On the other hand, this style could be more effective in urgent situations requiring urgent action (Schiminke, 1998, pp. 107-110). In the Laissez-Faire leadership, little control is exercised by managers over their groups. This allows the team-members to sort out their duties and obligations but the manager is not in any way involved with them. This style of leadership however is ineffective at certain circumstances since the team is left floundering with limited motivation and direction. Laissez- faire is effective in cases whereby a manager leads a team that is highly skilled and motivated and these people have in the past produced excellent work. The Democratic leader on other hand often uses participation and the groups’ teamwork towards attaining a collaborative decision. This style focuses on communication between the leader and the team and hence a positive climate for achieving results is created. The leaders consult their teams before making a decision while still in control of the team. These leaders allow the team to make decisions on how certain duties will be carried out and by whom (Schiminke, 1998, pp. 107-110). In addition, a good democratic leader is one who approves participation by team members and delegation of duties or tasks is done wisely. This kind of a leader values the points put forward from them and also encourages any group discussion. He also empowers the team through motivation. On leadership styles include a coercive leader, authoritative. Leader, affiliative leader, pace setting and a coaching leader. A coercive leader demands obedience, which should be instantaneous and applies initiative, achievement and self-control. In times of crisis or company turn around, this style is considered to be more effective but it mostly creates a negative climate for the performance in an organization. The authoritative leader on the other hand is considered to be one of the most effective as this leader inspires employees to follow a vision, facilitate change and creates a strong organizational climate that results in positive performance. The affiliative leadership values people, their emotions and their needs and relies on friendship and trust to promote flexibility, innovation and risk taking. A pacesetting leader can create a negative climate because of the high standards he or she sets. This style works best in attaining quick results from highly motivated individuals who value achievement and take the initiative. Lastly, the coaching leader builds a positive climate by developing skills that will foster long-term success. This type of leader also delegates responsibly, and is skillful in issuing assignments that are quite challenging. Leadership entails organizing people in a bid to achieve the stated goals of the group. It is therefore essential that leaders should posses certain basic qualities that will enable them to be effective leaders in whatever situation or task they undertake (Guy, 1990 pp. 105-107). Leaders should display a good work ethic that will enable other employees to emulate. A good work ethic includes: being on time, being organized giving praise to employees, being well prepared for meetings and having good communication within the venture that will go a long way towards achieving emotional and financial success. Therefore a leader should set an example with an ethical set of values for other managers and employees. For a leader to be effective, he/she should be willing to constantly learn at the same time integrate the knowledge they have acquired through learning into their leadership style. They must also develop skills that will promote them into being good leaders. Another quality of a good leader is that they should constantly keep up with the current trends in leadership and be aware that the leadership styles are constantly changing. In other words these leaders should be open to change. A good leader should also be able to mobilize people and acquire their trust in the process. Good leaders should also have the ability to communicate effectively with their subordinates communication is an essential aspect since it involves both listening and sending messages or telling others what needs to be done. Moral leaders are in a position to produce good moral leadership. They mostly apply restraint and power in their leadership. They are willing to accept any results without imposing control on other people. This is stewardship. It enables leaders to accept their faults which are human instead of shielding themselves under their authority and status. Ethics can be described as the codes of conduct that guide on how one should behave regarding moral duties and virtues. These moral principles guide a person in determining what is wrong or right. Morality by principals can be termed as personal ethics. This is because personal ethics reflect the expectations of people of all works in the society. Ethics has got two aspects: the ability to determine right from wrong, propriety from impropriety and good from evil. The second perspective concerns the commitment to perform an action that is proper, right and good. The principles of personal ethics include: trustworthiness and honesty, concern for the well being of others preventing harm refusing to take unfair advantage, respect for the autonomy of others and basic justice. Ethics as displayed by principals in schools or any other leaders could be classified as under written and unwritten codes of ethics: codes of ethics are the efforts which are systematic in nature and are used in defining the right conduct. They also provide guidance and help in the installation of confidence in various aspects of life from the government and all organizations. The main guidance is reflected in the decision making process especially where values seem to conflict. Written codes of ethics can be made known by an organization, professional or jurisdiction. On the other hand unwritten codes that exist and that help us in our lives are more effective than the written ones. Un written codes of ethics include rules such as honesty, security, loyalty among others. These unwritten codes of ethics mostly arise from family and cultural tradition and can also be found in workplace. These written and unwritten codes of ethics mostly arise from family and cultural tradition and can also be found in workplace. These written and unwritten codes of ethics are found in the society and they help one in establishing their personal belief system. Ethical behaviors should be a part and parcel of an individual’s daily routine (Murphy McMurty, 2000. pp. 110-115). I believe that Principals need to make strategic decisions since society and environment are dynamic and this provides them with a means that is strategic in nature that could enable them consider the external environment by focusing on the strength of the school organization, reducing weaknesses in school and also identify all the available opportunities that could put the school at a better position to be able to gain a competitive advantage. School principals are able to make an ethically defensible decision when the decision is well thought considering all the formal possible angels meaning that everybody takes part in decision making. In addition, ethically sound decisions in corporate all the possible solutions regarding the positive and negative outcomes of the decision. The decisions made by school principles need to involve a consultative process, team or group process or delegated duties to the staff members. This will help principals to come up with an ethically sound decision that will have a positive impact to all the members of the society which includes the students. Today, school leaders are the people who are accountable ethically, legally and morally for any decisions that they make in schools. Dempster and Parry (1999) note that the schools pressure mainly arise from four sources that is pressure of involving non-educationalists in the decision making in schools; changes in the growth of knowledge and applying the new advanced technology in learning processes; increased social problems such as suicide, violence and unemployment. This means that school leaders are constantly faced with ethical dilemmas while making decisions in schools hence resulting in conflicting ethical principles. Therefore how ethics/morals impact on decision-making is profound as this could easily change the way society operates. Foster (1986) also notes that it is the actions by the officials of the school that will strongly determine personal codes of ethics and values (Shapiro, 2000, pp. 120-125). On the ethical decision making by principals in schools, Denig and Quinn (2001) proposed a philosophical model with two moral principles namely; care and justice. They argue that most of the decisions that are made by school leaders, are mainly based on formalism which is policy and law and this is aimed at bringing about the greatest good to all (utilitarianism). In other words, this approach clearly views decision making as a rational approach that involves the use of universal principles. The decision maker performs what is right that could result in good deeds to all rather than individualism hence equity becomes the desirable outcome. They also point out that it is only through making decisions by collaborative means that these leaders can be able to analyze the dilemmas and get prepared to encompass the principle of working together with the school system and this eventually results in making decisions that are ethical (Sousa, 2003, pp. 195-198). Greenfield (19991) on the other hand argues that school leaders experience distinct sets of demands concerning ethics. He notes that schools being moral institutions are designed to bring for the social norms and other principles. They should be able to make decisions that are morally acceptable. He further notes that although schools are charged with the responsibility of creating moral values and making moral decisions by dedicating themselves to promote the well-being of their students, it is surprising that the same students have virtually no right to express themselves to what goes on in their schools and it is for these reasons that the conduct of these school leaders need to be moral (Kowalski, 2001, pp. 5-98). Robert Starratt (1991) also talks of equality in social arrangement benefits by arguing that today’s social arrangement results to unequal benefits among people. He argues that school principles should not only behave ethically but also be responsible individuals. Lastly, Green field argues that the authority of the principal is moral and teachers should be convinced that the decisions make by the principal reflects all the values that they support (Nutt, 2002, pp. 50-54). Kidder (1995) defines an ethical dilemma as the responsibilities that people face in making choices between two rights cherished values that conflict are the principle cause of dilemmas. For instance a principal is bound to be faced with a dilemma if at all he/she cherishes both the teacher and student and the teacher decides to enact a policy that will result in low expectations. Some philosophers and thinkers have come up with a number of guidelines that could help to solve these dilemmas faced by school leaders. They argue that leaders should be able and willing to act along the set standards of ethics. They could also address and also should be caring and conscious reflection whenever they lead other people (Nutt, 2002, pp. 50-54). School leaders could also form ethics committees to help them solve ethical dilemmas as these committees could prove helpful in raising the awareness concerning ethical issues, advising educators and also in the formulation of codes of ethics. A quality decision that is made by a school principal will depend on a number of factors made, extent to which others are able to generate a quality solution, how the problem is structured and the degree of commitment. Moreover, decisions made in schools require a lot of staff decision and support. School principals also need to understand the culture of their schools while attempting to make any decisions as this will establish whether the decision made is appropriate for the school. Therefore, these head teachers need to analyze and comprehend any relevant and comprehend any relevant information presented to them together with data. They also need to gather and measure evidence, issue judgments and finally make the necessary decisions. Creativity is essential as these will help in solving any anticipating problems hence development of opportunities for the school. Finally, school principals should be in a position to demonstrate quality judgment. This will enable them to know how and when they need to make any decisions among others. Decisions made by school principals could be autocratic, consultative, Group or Delegated decisions. An autocratic decision is that which the school principal makes it himself / herself by use of the available information or gathered from other groups or people. This therefore requires these school leaders to make appropriate and quick decisions when expected to do them at a particular point in time consultation on the other hand means that a problem has to be shared amongst individuals in order to obtain collective views or ideas but the school principal has to make the final decision afterwards.

Role Of Language In Semantics And Society English Language Essay

Role Of Language In Semantics And Society English Language Essay language plays a very important role in human lives. It is a social phenomenon. One of the main goals of language is to communicate with people and to understand them. When someone speaks, he intends a specific purpose. He wants to convey a message through that language. A person uses his language to many different purposes for example, to express his feelings, to ask for help and to apologize. In fact, we use language in many different ways, some of these are, the informational, the expressive, the directive, the phatic, the aesthetic. We use language and that language is a part of society. Actually, any language varies according to , the nature of the society, what kind of people, and their attitudes. People use language according to their situation. The social background of any person can play an important role in the kind of language he has. I am going to discuss these functions and take some examples of each one. I will explain the relationship between language and social organization. Meaning: Since we are discussing semantic and society. It is important to give a quick look on meaning. In fact, creating a theory of meaning is still the goal of many scientists . In order to have a theory of meaning, we have to rely on scientific grounds. There are two arguments that tried to explain meaning by scientific means. The contextualism approach to meaning led by the British linguist Firth. The contextualists said that in order to study meaning scientifically, we have to focus on the context and situation. If a word is studied in relation to context, this eliminates other interpretations of the meaning of the word . Contextualists and behaviorists agree on many points. Bloomfield explained his opinion on contextualism by the famous example of Jack and Jill. Jack reacted to the response of Jill when he saw her face. Then, he climbed the tree and got the apple. So, the main focus for the contextualists was that should not be studied in isolation. Words should observable situation. The mentalists approach to meaning led by Chomsky was the opposite view to the contextualists approach. The mentalists main focus was on the mind. They focus on concepts which are abstract, in contrast to the contextualists who refused to believe in such abstract entities. The mentalists approach was to find ways to control intuition. To bake intuition objective was their goal. Language and the society : There is a strong relationship between language and society. I mean, that the language of any society is influenced by the society. For example, In Riyadh, when they mention the word family, it means the wife. So, it is clear that we mean the social context into which the language being communicate between individuals. Language has many connotations reflecting language, the norms of society, which is spoken by the traditions and culture. In fact, any community affects in linguistic phenomena at different levels. phonetics, Semantics, morphology and structure all are affected by the community. It is impossible to imagine a society without a language. Also, it is impossible to imagine the existence of language outside the community. We cannot deny the fact that the language is of a very important function, can be summarized in two things: The first one is an individual: to help the individual of achieving his needs his in society. The second is a social sincere: is to create a situation appropriate for the composition of society and social life. It was here that the individual depends on the language to fulfill his needs. Any language has a strong effect in the life of the individual. It represents the means of communication with others. And through that connection with others, he or she achieve his things and get their wishes. It is also the best means of expressing his hopes and the pain and emotions. ØÙ„ØØ ³ÃƒËœÃ‚ ªÃƒâ„¢Ã¢â‚¬ ¦ÃƒËœÃƒËœÃ‚ ¹ قؠ±ÃƒËœÃƒËœÃ‚ ¡ÃƒËœÃ‚ © Ø µÃƒâ„¢Ã‹â€ ÃƒËœÃ‚ ªÃƒâ„¢Ã…  ÃƒËœÃ‚ © للكلÙ†¦ÃƒËœÃƒËœÃ‚ ª ØلقØÙ†¦Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ³ Ø ¹ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¶ ØلقØÙ†¦Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ³ Øلن¦Ãƒâ„¢Ã‚ ÃƒËœÃ‚ µÃƒâ„¢Ã¢â‚¬Å¾ Language is very important factor of communication among society. Using language has some functions. We need to use language to fulfill our needs. It is a crucial part in our life. If a person uses his language, he chooses words that matches his needs. People use some functions to say a sentence, to ask, to reply, to greet and etc. In fact, forms are important part of our discussion because they are related to functions. A person who says, What is your name? he is showing a form of a question. Let us take another example, I want to play football, functions as a statement. Five functions of language: Actually, Geoffery Leech( 1974 ). Mentioned that language has five functions. They are: Informational 2- Expressive 3- Directive 4- phatic 5- Aesthetic I am going to discuss every function. Informational function which every one tends to assume is most important Geoffery Leech( 1974 ). In fact, this function concentrates on the message. It is used to give new information. It depends on truth and value. Let us look at this example, the car is big, the bus is crowded. language can have an expressive function: that is, it can be used to express its originators feelings and attitudes swear words and exclamations are the most obvious instance of this. Geoffery Leech( 1974 ). The speaker or writer of this function tries to express his feelings. He or she reflexes his or her impression. This function could give a clear image for the personality of the speaker or writer. The best example of this kind is Poetry and literature . In fact, this function evoke certain feelings and express feelings. Examples of this kind are, I am very happy or I spent a wonderful vacation. We can see from the previous examples that they reflex the feelings of the speaker or the writer. The third function of language is the directive function whereby we aim to influence the behavior or attitudes of others. The most straightforward instances of the directive function are commands and requests. This function of social control places emphasis on the receivers end, rather than the originators end of the message: but it resembles the expressive function in giving less importance, on the whole, to conceptual meaning than to other types of meaning, particularly affective and connotative meaning Geoffery Leech( 1974 ). Examples of this kind are, I want a cup of tea or close the door. It is clear hear that, we use the language in a direct way. We ask someone to do something. Some times we can use a sentence to express two functions. For example, I am thirsty. The previous example could be used to show the condition of the speaker or writer or to express the feeling. In a way that a person asks someone to give him water. The fourth function is the aesthetic function, which is the use of language for the sake of the linguistic artifact itself, and for no purpose. This aesthetic function can have at least as much to do with conceptual as with affective meaning Geoffery Leech( 1974 ). The function associated with the message-the vehicle-is the poetic or aesthetic function: the sign taken as an end in itself. All art understood as art is taken to embody this function, and any object valued for its beauty rather than for its ideological value or usefulness-whether a gorgeous car, an elegant teapot, or some acreage of untouched real estate-takes on this function. Jakobson, R. (1933). According to Leech, the fifth function is the phatic function. the function of keeping communication lines open, and keeping social relationships in good repair ( in Britain culture, talking about the weather is a well-known example of this). Geoffery Leech( 1974 ). We can say about this function that it is used for normal talks. An example of this, when two people meet each other accidently in a place. They start talking about something unimportant for the sake of communication like, how are you? How is your children? And so on. We can say that it is a kind of daily talking. It is not meaning but is good. Language functions according to H. Douglas Brown Actually, many authors have classified functions of language. We are going to take the functions of language from the point of H. Douglas Brown . H. Douglas Brown has classified function of language into seven types. This classification is not much different from that of Leech. The functional approach to describing language is one that has its roots in the traditions of British linguists J,R Firth, who reviewed language as interactive and interpersonal, away of behaving and making others behave Berns, ( 1984). These functions according to H. Douglas Brown are : The instrumental function serves to manipulate the environment, to cause certain events to happen. Sentences like, This court finds you guilty, on your mark, get set, go! Or dont touch the stove, have an instrumental function: they are communicative acts that have specific perlocutionary force : they bring about a particular condition H. Douglas Brown.(2007). As we see, the previous examples are direct. They are commands as in, go! Or statements as in, the court finds you guilty. It also used for children when they ask for something like, want milk or bring water. The second function is the regulatory function of language. This kind is used to express approval or disapproval. An example of this kind is, come here. The third function is the representational function which is the use of language to make statements, convey facts and knowledge, explain or report that is, to represent reality as one sees it. H. Douglas Brown.(2007). Example of this kind are, My car is new or I want to go to France. The fourth function is the interactional function of language. This kind serves to ensure social maintenance. ( phatic communication), Malinowskis term referring to the communicative contact between and among human beings that simply allows them to establish social contact and keep channels of communication open is part of interactional function of language H. Douglas Brown.(2007). In fact, this kind a person who is well-known with social talk like, slang and jokes. We can use this to make relationship with other people. For example, I love you or you are a nice person. The fifth function is the personal function. This function allows a speaker to express feelings, emotions and personality. A person individuality is usually characterized by his or her use of the personal function of communication. H. Douglas Brown.(2007). The sixth function is the heuristic function. involves language used to acquire knowledge , to learn about the environment. Heuristic functions are often conveyed in the form of question that will lead to answers. Children typically make good use of the heuristic function in their incessant. Douglas Brown.(2007). It is a nice way that it used to recall information. It answers all question that a person has in the mind. This function helps to acquire knowledge. An example of this is, What the capital of Saudi Arabia?. The seventh function is the imaginative function which serves to create imaginary systems or ideas. Telling fairy tales, joking or writing a novel are all uses of the imaginative function. Douglas Brown.(2007). When we look at the two classification, we find that these two classification not much difference. On the other, they are similar. For example, the interactional function of language tries to make relationship with other people and to build relationships. We can say it is the (Elevator talk). It is the same as phatic function. This term is used for unimportant matters. Language has many functions that convey different messages. Actually, many authors have discuss this issue and there were some differences among them particularly in terms of number. I discuss two classifications concerning this issue and they were different. Leech mentioned five functions and Douglas Brown mentioned seven functions. There is, Roman Jackson who mentioned six functions of language. Jacksons lists includes six functions, the referential, function is that the most generally is acknowledged as important, though it has perhaps less significance than we generally grant it. It refers to the fact that we need to pass one new information to others. The emotive function refers to the fact that we can convey information about the emotional state of the speaker at the same time as giving other information to the listener. Roman Jakson,(1960). It is clear here that it is the expressive function but here, it is labeled under the emotional state. the poetic function describes as f ocus on the message itself. This function does not give much importance to the new information Roman Jakson,(1960). This function is called stylistic function. I have to clarify here that poetic function is not concerned with the ability to write poems. It is used to do something with creativity. It uses jokes and metaphors . In short, I can say it is dealing with word-play. The phatic function is taken from Broislowski, and stresses the maintenance of the relationship between the speaker and the hearer. Roman Jakson,(1960). In the phatic function, the massage is not important. The multilingual function refers to the ability to talk about talk, to refer to the code rather than just use it. Roman Jakson,(1960). Up to now, I have discussed language functions from point of three scientists. Every one of them discuss this issue and give different classification. Functional approach to language teaching: Functional approach to language teaching concentrates on meaning function. Functional approach has the following three characteristic features: 1) It is based on systemic theory: Systemic theory is a theory of meaning as choice. It means starting with the most general features and proceeding step by step so as to become even more specific. 2) It is functional in three distincts: First, it is concerned with the way language is organized to fulfill communicative functions. Second, it aims to account for three basic kinds of meaning, the ideational, the interpersonal and the textual. Third, each element in a language is explained by reference to its function in the total linguistic system. 3) It is discourse approach. It aims to provide two levels of discourse analysis: the first is the understanding f the text. The second is the evaluation of the text. Halliday,( 1985). Functional approach may be found in the following forms. It could be found in, introducing other people, apologizing , asking and giving information. Functional approach to language teaching is used in educational environments. It helps to present specific purposes for a speaker to achieve his goals. An example, is a context of a classroom in a school requires a special functions. The effect of place and time on language: In fact, the regional areas or places may have a clear effect on the language. For example, the language of the desert in Saudi Arabia is different from the language of the population of other region. The language of the population of the desert is loud and using rough words. Because the nature of the place. They live in an open area so they need to raise their voices. Time as well place has its own effect on the language. Language from generation to generation leaves its impact on the sounds of the language and vocabulary, systems and their structures. We can notice the effect of time in some words that come to be new for different reasons, such as the word (Ø ²Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã¢â‚¬Å¡Ãƒâ„¢Ã¢â‚¬ ¡ Ùâ‚ ¬ Ø ²Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã¢â‚¬Å¡Ãƒâ„¢Ã¢â‚¬ ¡), which comes to be used nowadays widely. Other language functions: There are other functions for language. Ceremonial function, this function is used much in religious purposes. It is used to advise people or to ask them not to do some things. An example of this is, when the preacher stands up on Friday and speak to people. He uses particular words that helps to convey his message. For example, oh people, As Muslims, we have to help each other. Good people do so. There are also , educational function of language and the technical and scientific function of language for communication. H.H. Stern(1983). Actually using language for educational purposes are very common. It is used in the field of teaching and learning. There are some special terms that make this function clear. Conceptual meaning : Conceptual meaning is the original meaning. Conceptual meaning refers to the logical sense of the utterance and is recognizable as a basic component of grammatical competence. It is alternatively described as the cognitive or the denotative meaning (denotation) Lyons, (1981). Conceptual meaning is stable and invariable. It is not affected by any circumstances. It represented as a group of distinctive features. Conceptual meaning is predominant in the informational use of language. Geoffery Leech( 1974 ). Conceptual meaning gives much importance to the relationship between words and their meaning. For example, boy refers to a male adult human being. So mail adult human being is the conceptual meaning of woman. Conceptual meaning depends on the logic. It goes to the basic things. Emotions and Affective Meaning : It is important to know that each person have a different affective meaning for a word. Affective meaning show the personal feelings of the speaker. affective meaning is used to cover the attitudinal emotional factors which can be expressed in anitem of vocabulary. (Ruth Grain and Stuart Redman, 1986). Individual experiences for people have their effect on producing words. The affective meaning deals with the state of the individuals and reflects their attitudes. Euphemism: Let us explain what do we mean by this term. Euphemism refers to the indirect meaning. It deals with changing the expression to a pleasant one. Some euphemisms are used to cause some amusement. Others are used to make confusion. So they are a group of words that are used instead of other words to relax the listener. When a person uses euphemism, he drop the direct meaning. When I say something and I mean something different. He do without the literal meaning. Many people use euphemism to show the good part of the intended issue. They use it to hide not good ideas. An example of this is to use ( passed away ) instead of saying ( died ) . It works here as a kind of politeness. It is much better than saying (died). In fact, euphemism is words that are used to soften the way of our communication. Euphemism is used in all languages. It is a universal feature. Sometimes, it is difficult to tell the truth. It is better to use euphemism because it convey the idea in a polite way. It sometimes a means of amusement. Euphemism is also a way of not giving clear ideas. It misleads the listener. I can say the euphemism is a kind of words that keep the feelings of the listener. Its not necessarily bad to use euphemisms, not in the way of being immoral or committing a crime. But they are ways to help people avoid their real feelings about something. Some euphemisms are definitely culturally reinforced. When someone needs to urinate or defecate, he says, I am going to a restroom. But its not a place to go to rest. Its a place to go and eliminate waste products from our bodies.( Jonathan Brower). Sometimes, euphemism is difficult to understand especially for non native speaker of English. Let us look at the following examples, When someone says, (Sami is between jobs) for me a non native speaker might be somehow difficult to know the meaning. He might think that, Sami has more than job. Actually, this is my opinion. It is not easy to know that this sentence means ( unemployed person). Let us have another example, (tired and emotional) : I heard on the news that Ronaldo was tired and emotional during the interview. For me to hear this in the first time, I thought it Ronaldo was sick for the first word and fall in love for emotional. I interpreted this according to my culture and experience. Also, A person might be tired because he love. But the fact that the meaning is completely different from what I have thought. The previous sentence means that, Ronaldo is drunk. For some reasons, some people would use euphemism to mislead the listener. He might speak about something in the mind and means something else. Jargon: It is a kind of shorthand. It is kind of using some terms which are not clear for most people. Users of jargon may use some common words in a different way to make the meaning unclear. Sometimes, jargon is a way of conveying the ideas quickly. On the other hand, jargon could cause some problems when there are misunderstanding. In other words, when the listener misunderstand the speaker. In general, I can say jargon is useful and useless. Robert Sylwester says, jargon is a simple technical term that a group uses among themselves to quickly communicate a complex concept. Thus, jargon is useful to those who understand the complexity behind the term, but its generally confusing to those without that background knowledge. At its worst, unnecessarily vague jargon confuses everyone, and pretentious jargon disparagingly suggests to common folks that a simple concept that they clearly understand is really much more complex than they think. College texts and computer manuals are notorious for the amount of jargon they contain. Here are some examples related to computer abbreviations: BRB: Be right back Gr8: Great FAQs: Frequently Asked Questions Lol: Laugh out Loud CYA: See you around RAM: Random Access Memory BRB: Be right back Gr8: Great FAQs: Frequently Asked Questions Lol: Laugh out Loud CYA: See you around RAM: Random Access Memory GB: Gigabyte Some examples related to general terms: UFO: Unidentified Flying Object Poker face: A blank expression Let us have a look at the following example, ( plug and play). To me, when I looked at this phrase, I thought it that when I buy a television and I want to turn it on. I just plug it ( connect it ) to the electricity power then it will work. This term is completely different when it is related to business. It refers to that thing that must work entirely with not much thinking involved. Grices Theory: It is important to mention that, in order to understand an utterance is to go beyond the literal meaning interpretation. It is also to go beyond proposition analysis. This implies the existence of unity of what is said and what is implicated. The theory of conversational implicature by Grice is a theory that provides an account of the possibility to give a meaning that extend beyond the literal expressions that are uttered by the conventional sense. Through this theory, it will be available to catch the attention of the speaker and catch the figure of speech within the literary work. It will be also possible to improve the communicative skill. Grice has distinguished between the sentence meaning and the speakers meaning. He looked into the differences between the literal meaning that is contextually dependent and the conversational implicature that is contextually determined. For instance, the statement of this expression He is a fine friend, may convey that fact that the speaker is communicating ironically as the speaker intends that He is not a good friend. To find out such details, it is something dependent on the particular context in which this statement is uttered. Therefore, in order to understand a message is to understand the meanings of the words that are uttered in the message and the grammatical relations between such meanings. This notion usually needs a particular degree of implicitness in the communication. This is what Grice has offered through the introduction of his principle that is called the Co-operative Principle (CP). Through this principle, it is to be aware of the entire communicative intentions as well as the conversational implicature. This is the mechanism to recognize meaning. The conversational implicature theory and its implications will be explored in the following line with reference to its capability in distinguishing meaning. Grices Theory of Conversational Implicature Grice (1975;42) has made a distinction between the meaning of the words, what the speaker literally reports when coming up with them, and what the speaker intends to mean by conveying such words. This is the notion that usually goes beyond what is said. For instance, when someone is asked to lunch and he replies that he has a one oclock class that he is not prepared for; by this, he has conveyed that he will not be coming to lunch, although hasnt literally said so. He wants the second party to understand that by giving a reason for not accepting to have lunch (the need to prepare the class) he intends to inform that he is not coming to lunch due to that reason. The study of such conversational implicatures is the main focus of Grices theory. Conclusion We can say that, there are different functions for language. They are similar. The most important of these functions are, communicating with others and conveying information. Language is a means of communication and understanding each other. Consequently, the more vocabulary you have, the more your relationships with others. Language reflects the culture of the society. Language supplies people with experiences. Language is the mirror that reflects the personality of the individual. It shows the various features and characteristics and the strengths and weaknesses that affect others. It is a real means for a person to express his ideas and thoughts. In fact, forms are very important in forming the functions of language. A question has its special form as in, where are you from?. A statement has its own special form as in, He eats apples. Sometimes, forms do not reflect their functions. For example, I cannot find my keys, spoke for a person who is late for work. It is clear hear that it is a request. It means, could you helping me to find my keys. Age, sex and social situation play a strong role in forming language. Languages may change for many reasons like, geographical region and social levels.