Compare and contrast the leadership styles of Dr. Martin Luther King.docx

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Dr. Martin Luther King Jr. and Malcolm X had both similar and different approaches to challenging white supremacy and institutional racism. While Dr. King preached nonviolent protest and civil disobedience, Malcolm X advocated any means necessary for black empowerment. Both men fought against racism and discrimination, leaving a legacy of resistance that still inspires today in the ongoing fight for racial justice and equality in the face of continued police brutality and systemic racism.

Education

Compare and contrast the leadership styles of Dr. Martin Luther
King, Jr. and Malcolm X. How were they similar and how were
they different? How did both men attack the system of white
supremacy and institutional racism? Discuss the legacy of both
men and their overall contributions to Black empowerment,
resistance and humanity. How do you think both men would
respond to the murders of Mr. George Floyd, Ms. Breonna
Taylor, Mr. Ahmuad Arbery, the protests that resulted and the
continued impact of systemic racism?

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Competencies Describe the supply chain management principles through the flow of information, materials, services, and resources. Analyze the external and internal drivers that influence supply chain principles. Evaluate supply chain management operational best practices. Compare the nature of logistics operations and services in both international and domestic contexts. Apply strategic supply chain management to logistics systems. Analyze different software systems and technology strategies used in supply chain management. Scenario You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent Solution s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client. Scent .

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Competencies A B C D F 1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context. 4 points Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections. 3 points Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections. 2 points Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear. 1 point Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose. 0 points Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose. 1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format. 4 points Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task. 3 points Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task. 2 points Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.

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COMPETENCIES 734.3.4 : Healthcare Utilization and Finance The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives. INTRODUCTION It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following: 1. Identify one country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland. 2. Compare access between the two healthcare systems for children, people who are unemployed, and people who are retired. a. Discuss coverage for medications in the two healthcare systems. b. Determine the requirements to get a referral to see a specialist in the two healthcare systems. c. Discuss coverage for preexisting conditions in the two healthcare systems. 3. Explain two financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted). B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. C. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC A1:COUNTRY TO COMPARE NOT EVIDENT A country for comparison is not identified. APPROACHING COMPETENCE The identified country for comparison is not from the given list. COMPETENT The identified country for comparison is from the given list. A2:ACCESS NOT EVIDENT A comparison of healthcare system access is not provided. APPROACHING COMPETENCE The comparison does not acc.

COMPETENCIES734.3.4 Healthcare Utilization and Finance.docx

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Competencies and KnowledgeWhat competencies were you able to dev.docx

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Competencies and Knowledge This assignment has 2 parts: What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management? Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization. .

Competencies and KnowledgeThis assignment has 2 partsWhat.docx

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Competencies and KnowledgeThis assignment has 2 parts.docx

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Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning Karl Steffens Introduction We think of our societies as ‘knowledge societies’ in which lifelong learning is becoming increasingly important. Lifelong learning refers to the idea that people not only learn in schools and universities, but also in non-formal and informal ways during their lifespan.The concepts of lifelong learning and lifelong education began to enter the discourse on educational policies in the late 1960s (Tuijnman & Boström, 2002). However, these are related, but distinct concepts. As Lee (2014, p. 472) notes ‘the terminological change (from lifelong education, continuing education and adult education, to lifelong learning) reflects a conceptual departure from the idea of organised educational provision to that of a more individualised pursuit of learning’. One of the first important documents on lifelong learning was the report of the International Commission on the Development of Education to UNESCO in 1972, titled ‘Learning to be. The world of education today and tomorrow’. In his introductory letter to the Director-General of UNESCO, the chairman of the Commission, Edgar Faure, stated that the work of the Commission was based on four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was related to the idea that there was an international community which was united by common aspirations and the second was the belief in democracy and in education as its keystones. The third was ‘that the aim of development is the complete fulfilment of man, in all the richness of his personality, the complexity of his forms of expression and his various commitments — as individual, member of a family and of a community, citizen and producer, inventor of techniques and creative dreamer’. The last assumption was that ‘only an over-all, lifelong education can produce the kind of complete man, the need for whom is increasing with the continually more stringent constraints tearing the individual asunder’ (Faure, 1972, p. vi). Following the Faure Report, the UNESCO Institute for Education, which was founded in Germany in 1951, started to focus on lifelong learning and subsequently became the UNESCO Institute for Lifelong Learning (UIL, http:// uil.unesco.org/home/). It was under its leadership that a formal model of lifelong education was developed and published in the book ‘Towards a System of Life- long Education’ (Cropley, 1980). The concept of lifelong learning also became manifest in the ‘Education for All’ (EFA) agenda that was launched at the World Conference on Education for All which took place in Jomtien (Thailand) in 1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was designed ‘to enable all individuals to realize their right to learn and to fulfil their responsibility to contribute to the development of their society’ (UNESCO, 2000, p..

Competences, Learning Theories and MOOCsRecent Developments.docx

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Compensation, Benefits, Reward & Recognition Plan for V.P. Operations Learning Team B HRM 595 December 19, 2017 Rosalie M. Lopez Running head: COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN 1 COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN 2 Compensation, Benefits, Reward & Recognition Plan for V.P. Operations Introduction Base Salary Range For the position of VP of Operations, the National Average Salary is $122,624. In San Francisco, the average is higher and placed at $155,946. This amount is 16% higher than the National Average (Payscale, 2016). The reason for this increase is because of experience and geography. These are the two prime factors that impact the pay scale. Another major factor is the employer. Most employers base their decision to hire an individual on the experience they bring with them. Of course, with more experience, higher pay is required. With our company cutting cost a less experienced individual would be the best fit for the position. Standard Employee Benefit In many cases, your employee benefits could be the turning point for a prospective employee. This benefit is a vital portion of any employee packet. These valuable benefits are used as a blanket of security in the case of any sickness, injury, unemployment, old age, or death (Gomez-Mejia, Balkin & Cardy, 2015, p. 362). There is a significant difference between incentives and benefits: benefits are financial and nonfinancial compensations that are indirect to the employee. To have a competitive strategy Blossoms Up! must align their profits with the compensation package that has been already put in place. This action will help provide flexibility to the amount and the benefits available (Gomez-Mejia et al., 2015). There are also some benefits that most companies are legally obligated to provide. Three benefits are required regardless of the number of employees that the company has. These interests involve social security, workers compensation, and unemployment insurance (Gomez-Mejia et al., 2015). Other laws must be adhered to when dealing with a certain number of individuals. When a company has 50 or more employee they must have the Family and Medical Leave Act in place and since its induction in 2015 the Affordable Care Act for Health Insurance for companies with 20 or more employees. For the health insurance to be considered standard medical, vision and dental plans must be made available to the business. These programs that must be regarded as being under the Health Maintenance Organization (HMO) or a Preferred Provider Organization (PPO) (Gomez-Mejia et al., 2015). There are some voluntary benefits that we can include. We are already looking into adding a pension package using the Defined Contribution Plan as well as the 401(K) plan (Gomez-Mejia et al., 2015). Life insurance is another excellent benefit that could be added to the package as well as short-term and long-term disability insurance. Adding Vacation and PTO, and Holiday pay is .

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Compete the following tablesTheoryKey figuresKey concepts o.docx

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Compensation Strategy for Knowledge Workers To prepare for this assignment, review the below articles about employee compensation, which are also listed in the required reading section of the Unit IV Study Guide. Hopkins, C. (2017). How to create a compensation plan in 6 steps. Retrieved from https://fitsmallbusiness.com/employee-compensation-plan/ How to design an employee compensation plan [SlideShare slides]. (2013). Retrieved from http://www.slideshare.net/FitSmallBusiness/how-to-design-a-compensation-plan-dave?ref=http://fitsmallbusiness.com/how-to-pay-employees/ You are the director of compensation for a midsized organization. Prepare a PowerPoint presentation that justifies the implementation of a new compensation strategy that will support the motivational needs of knowledge workers and reinforce the real-time performance appraisal system that the organization has embraced. While your goal is to retain, motivate, and grow the current workforce of multi-generational knowledge workers, you must also justify to your senior management that this compensation strategy is competitive in the marketplace. Your presentation should describe a compensation program for knowledge workers. The title of the knowledge worker's position is entirely up to you (e.g., sales executive I, systems engineer III, etc.). You may use various sources (including the lesson materials), but you must use at least one additional resource from the CSU Online Library. Include a reference slide, and cite any sources used in proper APA format. Your presentation should be a minimum of 12 slides in length—not counting the title and reference slides. You may also use the slide notes function to explain slide contents as necessary, but this is not required. Be sure to address the questions below in your presentation. · What is the compensation strategy being proposed? · Did employees provide input? · Who else provided input? · What incentives are included in the plan? How will it motivate the employees? · How will employees determine fairness of the pay structure? · Why do you believe the employees will be satisfied with this plan? Justify the compensation strategy that supports the motivational needs of knowledge workers. · What is your communication plan for rolling out the new program? Physical Security Chapter 8 Principles of Computer Security, Fifth Edition Copyright © 2018 by McGraw-Hill Education. All rights reserved. Objectives (1 of 2) Describe how physical security directly affects computer and network security. Discuss steps that can be taken to help mitigate risks. Describe the physical security components that can protect your computers and network. Identify environmental factors that can affect security Principles of Computer Security, Fifth Edition Copyright © 2018 by McGraw-Hill Education. All rights reserved. 2 Objectives (2 of 2) Identify the different types of fires and the various fire suppression systems designed to limit the .

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Compensation Evaluation Grading Guide HRM/324 Version 4 2 Compensation EvaluationGrading Guide HRM/324 Version 4 Total Compensation Copyright Copyright © 2016 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Individual Assignment: Compensation EvaluationPurpose of Assignment It is important to understand the different perspectives of compensation as an HR practitioner. This paper will describe the differences in pay and the importance of aligning internal equity while maintaining external competiveness and its effects on the organization’s compensation strategy and its ability to attract, motivate, and retain top talent.Grading Guide Content Met Partially Met Not Met Comments: The student explains the discrepancy in pay among the current employees. The student describes the strategy they would take to correct the internal equity issue. The student describes the strategy they would take to correct the external equity issue. The student explains how they will ensure that new hires will be paid equitably both internally and externally. The student analyzes how an organization’s Total Compensation strategy affects an organization’s financial operations and its ability to attract, motivate, and retain top talent. The student explains the differences between base pay, performance pay and variable pay, and which is the best option for an employee. The paper is 700 to 1,050 words in length. Total Available Total Earned 7 #/7 Writing Guidelines Met Partially Met Not Met Comments: The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements. Intellectual property is recognized with in-text citations and a reference page. Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper. Sentences are complete, clear, and concise. Rules of grammar and usage are followed including spelling and punctuation. Total Available Total Earned 3 #/3 Assignment Total # 10 #/10 Additional comments: How to Use This Template Each slide needed in your submission is provided in this template. Do not add slides Do not delete slides (except the “How to Use This Template” slide) Replace the “blue” font on each slide with your presentation content Change all font to black Use bullet points on the slides Do not type every word you plan to say on the slid.

Compensation Evaluation Grading GuideHRM324 Version 42.docx

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Compensation PhilosophyEvaluate the current compensation phi.docx

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Comparisons of fire prevention programs in effect on this continent .docx

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Compare the various laws that affect health care organizations (e.g., HIPAA, EMTALA, ADA). Identify examples of Medicaid and Medicare fraud and abuse. Demonstrate the translation and interpretation of health information for consumers and advocates. Manage access and disclosure for the release of protected health information. Design and implement confidentiality agreements, and monitor their impact on the health care organization. Apply and promote ethical standards of practice by applying the principles of beneficence, fidelity, and tolerance. Facilitate compliance with employment laws. .

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Comparison Paragraph Instructions Topics: Choose two items to either compare or contrast. Use any one or any combination of prewriting strategies to generate topic ideas. There is also a list of suggested topics in your textbook. Your paragraph must be at least 200 words. Plan: Either choose to show the similarities between two things or the differences. You cannot do both for this assignment. Just write “similarities” or “differences” here. Attitude/Point: This should be your attitude toward your two subjects. Do not just write that they are similar or different. What truth or significance can be drawn from the fact that they are similar or different? Audience: Be specific in selecting your audience. Who would be interested in hearing this comparison and the point you want to make? Who would benefit from acknowledging the significance of your comparison? Purpose: To inform? To entertain? To persuade? Choose one or perhaps a combination of two. Categories of Comparison: You must have at least three general categories where your two subjects are similar or different. (Like comparing LU now with LU then based on food service, rules, and dress code) Topic Sentence: Combine your topic, your attitude/point into a complete sentence, and your categories of comparison into a sentence. (See sample outlines for a topic sentence example.) Brainstorm Details: Brainstorm a list of similarities (or differences) for each of your three categories of comparison. Outline Examples ( Choose Only One of the Two Following Methods) 1. Point By Point Comparison Outline Method Topic Sentence: The fact that LU tries to keep up with the changes in student population can be seen in their changes to dress code, food services, and rules. I . The dress code at Liberty has relaxed. A. Then, girls had to wear skirts and guys had to wear ties B. Now, girls can wear pants and guys don’t have to wear ties II. The food choices at LU have expanded. A. We only had one small cafeteria B. Now there is the Hangar, a huge cafeteria, and an a la carte place III. The Rules at LU are less strict. A. We were required to attend church & prayer groups B. Now church is encouraged but not required C. Televisions were not allowed in dorm rooms D. Now they students can have televisions. 2. Topic By Topic Comparison Outline Method Topic Sentence: The fact that LU tries to keep up with the changes in student population can be seen in their changes to dress code, food services, and rules. I. Liberty used to be more strict and less convenient. A. Dress Code was more strict 1. Girls had to wear skirts 2. Guys had to wear ties B. Food Services was less convenient 1. Only had one small cafeteria 2. Lines were SO long C. Rules were more strict 1. Had to attend church & prayer groups 2. Could not have TV in our rooms 3. Could only listen to Christian music II. Now Liberty has become more convenien.

Comparison Paragraph InstructionsTopics Choose two item.docx

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Comparisons of artworks are important in Art History. They allow us to draw distinctions between cultures and eras and also to understand the movements of people and see the influences that carried on in their art works. When comparing two works it is important that they are similar in material and or function. For example, comparing two pieces of ceramics or two buildings would be possible while comparing a piece of ceramics with a building would not. .

Comparisons of artworks are important in Art History. They allow us.docx

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Comparison of the artists’ works. The art works by Sarah and Moran have much similarity compered to their differences. This can be attributed to the fact that they are art work produced during the same period of time and thus resulting to the similarities. One of the similarity existing between the two art works as evident from the picture above is the fact that there is a thin line between abstract and real representation. Their works does not look as if they are representing something from the real world. However, when they give an explanation about them it is evident that they are representing something in the real life. The representations are composed of high imagination thus making it to appear as abstract. Another similarity existing on their painting is the fact that they use simple things to represent the real world. for instance, Sarah uses the arrangement of various things to depict the real world and Moran uses liquid and paint stick to represent the real world. Sports: Team sports vs individual sports Sports refer to any form of physical activity that involves the whole body and the mind. Sporting can be a way of getting entertainment and also competing. There are two main forms of sports, the individual sports and team sports. Team sports refers to a sporting activity in which more than two people are working together to achieve a common objective. On the other hand individual sport refers to a form of sporting in which a person competes as an individual against others in a competition. I prefer individual sports because to me it has minimal pressure from colleagues (team members), compared to the team sports. Any sporting activity that contains more than one individual one side is considered as a team. It should not necessarily be composed of a big population of people. Some of the common team sports include football, rugby, rugby, basketball and netball. On the other hand individual sports consist of only one play that plays against each other at the same time. Some of the common individual sports in the world include, cycling, table tennis and some kind of shooting. In team sporting, the goal of the team is the one that keeps the players together. I prefer individual sporting; this is from the fact that with this kind of sporting there is minimal pressure form colleagues as it is in the team sporting. Furthermore my perfectionism nature makes it hard for me to be part of a team sports. Another reason as to why I prefer this form .

Comparison of the artists’ works. The art works by Sarah and Mo.docx

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Comparison of Three Sculptures Resource: Podcast David vs. David ; p. 49 in Ch. 3, pp. 130–131 in Ch. 7, & pp. 452–453 in Ch. 19 of A World of Art View the David vs. David podcast on MyArtsLab. Follow these directions: · Click on the link to MyArtsLab · Select Videos and Podcasts · Select Ch. 7, David vs. David Examine the sculptures of Donatello’s David (Early Renaissance), Michelangelo’s David (High Renaissance), and Bernini’s David (Baroque). Write a 300- to 350-word comparison of the different styles of the David sculptures by these three artists. Certificate of Originality is required. .

Comparison of Three SculpturesResource Podcast David vs. .docx

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Comparison between Old English and Modern English Comparison between Old English and Modern English Old Modern 1 Pronunciation A More alphabetical letters Less alphabetical letters B More consonants Less consonants C Less vowels (4) More vowels D No Diphthongs A number of Diphthongs E Different length of the long vowel Different length of the long vowel 2 Vocabulary A 99% Germanic 85% words from French, Latin and Indo European languages. B Very few words from the Celtic and Latin languages Also borrowed words from Arabic, Afrikan, middle eastern, Asian, Greco-Roman and Indo European Languages 3 Grammatical Structure a Synthetic Analytical I. Noun · Fully inflected · You know the case and number of the noun through its inflections · Inflections are of two types i.e. 1. strong/ masculine (when the stem ends with a consonant sound) 2. weak/feminine (when the stem ends with a vowel sound) Example : Nominative form: stãn Genitive form : stãn-es · No inflections · You know the case and number of the noun through the position of the noun in the sentence and its relationship with other word forms or type of words in the sentence. II. Grammatical gender · Not at all well-defined/developed · Three gender types: 1. Masculine (wyfman) 2. Feminine 3. Neuter (maiden, wyf, male child) · Well developed · Three gender types: 1. Masculine 2. Feminine 3. Neuter III. Adjective · Fully inflected · Inflections are of two types i.e. 1. strong/ masculine (when there is no article or other such word in front of the noun eg. Gõd mann 2. weak/feminine (when the noun has an article before it eg. Se gõda mann ) · No inflections IV The Definite Article · Fully inflected definite article · Not inflected at all · Old English article, especially its demonstrative case, is preserved in its original form till date V The Personal Pronoun · Old English personal pronoun is fully inflected. · It has many distinctive cases for all genders, cases and persons. · Unlike other languages it has three cases of number e.g. 1. Singular 2. Two (i.e. both) 3. Plural (many) · Due to the frequency of its use and necessity for specific references, Old English personal pronoun is preserved in its original form till date. · Same as point 2 · Same as point 3 VI The Verb · Two types of tenses e.g. 1. Past tense 2. Present tense · Two types of Verbs 1. Strong: (their middle vowel changed: e.g. run , ran , run) 2. Weak: (they changed with the addition of d/ed , which in some cases added a syllable to the root as well: e.g. grunt, grunted, grunted.) · 9 types of tenses 1. Past tense (simple, perfect continuous) 2. Present tense (simple, perfect continuous) 3. Future tense (simple, perfect continuous) · Two types of Verbs 1. Irregu.

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