Global Warming and Religion Essay Example | Topics and Well Written Essays - 1250 words

Global Warming and Religion - Essay Example Two thirds of the overall increase in the average temperature of Earth’s atmosphere since the 19th century has occurred since 1980. The environmental experts are certain of the fact that the increase in global warming is due to the rising concentrations of the greenhouse gases that are produced as a result of different human activities such as burning of fossil fuels and deforestation. The increasing debates regarding global warming have raised a question whether the action to reduce global warming is a theological and moral imperative or a matter of human and environmental expediency. The following paper would analyse the situation from both perspectives and it would be inferred whether the action to reduce global warming is linked with religion. There are a number of factors that have led the people to consider the religious and moral aspects of the actions to reduce global warming. A number of people hold the perspective that had everyone followed the religion properly the situation of global warming would not have arisen. The religion provides comprehensive details regarding the right way of life but these teachings have been ignored by the people and the global warming is one of the consequences of such ignorance.... It is one of the attributes held by the people who are inclined towards the religion. However people who do not follow the teachings of the religion properly moved towards luxury and in order to have an easier life, and they started to consume the natural resources in order to have luxuries. The scientists and environmental experts are certain that the main reason behind global warming is the consumption of fossil fuels and deforestation. In order to have luxurious ways of life, people got involved in the consumption of such rare resources and the situation has gotten worse ever since. Therefore, people who are inclined towards religion exercise simplicity which in itself is an action to reduce global warming (Stafford 1998). Stewardship of God’s Creation It is a common belief that stewardship of God’s creation is a biblical principle therefore man is responsible to take care of everything that has been bestowed upon him by God. The Earth and its many resources can be r egarded as God’s creation therefore man should ensure that all these resources are taken care of. However, the very cause of the global warming has been disclosed as the exploitation of natural resources. Each creation by God holds some purpose on Earth and moving it from its place may hold certain consequences, and this is being observed today in the form of rising global warming. Thus, the stewardship of God’s creation is one biblical principle that shows that the action to reduce global warming has a strong theological perspective (Nolen 2004). Rights of Non-Human Creatures The religion teaches that the rights of the inanimate planet and its non-human creatures are considered to be highly

Pre Columbian America Essay Example for Free

Pre Columbian America Essay There is no certain answers as to how pre columbian natives got to America. There are many theories based on hard evidence. The Paleo-Indians, archaeologists refer to as the first americans. At this point there was no official scripture in their society. Paleo Indians seemed to have paved the way for many other cultures to settle. All though in many cases these native settlers were very different from one another, they also had a plethora of similarities. Most of the tribes in the new world all believed in the same work ethic. Woman would gather, care for their children, and maintain the household, while men hunted for food. When Paleo Indians, or other tribes would run into each other along the way, they followed the principle of reciprocity. This means they would have a mutual bestowing of gifts, favors, etc. Rather than the notion that one party accumulate profits or power at the expense of the other. These encounters enabled Paleo Indians to develop a broad cultural life that transcended their small bands (5). When hunting, American natives preferred to travel in groups capable of taking down big mammals. Mammals such as Mammoths, Mastodons, and giant species of horses, camels, bison, caribou, and moose. All the settlers had to eventually deal with climate change over time, which could affect the food chain, and cultivation of the areas crops. around 4000 B. C. E. Natives began to evolve their Paleo ways. Once the glaciers began to melt and move northward, â€Å"Archaic peoples,† flourished in these newer areas. Most of the time these areas became rich with food, water, and natural resources. Around 2500-1500 B. C. E most natives moved on from their predecessors ways. Most of these natives excelled in the cultivation of crops. They were capable of producing more food for one area, so it was easy to have more people in a smaller town. This surplus of crops made it easier for different communities of larger populations to band a bond of trade. Not only did these natives begin trading surplus resources, but they began to trade customs, religious beliefs, and ideas. Sometimes dozens of communities would come together and form larger towns. The Aztecs and Incas took it even further and formed two separate empires. Natives all took agriculture very seriously. Domesticating crops, made it possible for communities to have healthier, and more sufficient food. Some tribes have chiefs in charge of a few, if not many communities. These leaders make many decisions for the community, this is called chiefdoms. Prime examples of societies that run like that are indicas, mayans, and aztecs. The mayans developed a numerical system, with the concept of zero. They also developed a calendar, a system of phonetic, and hieroglyphic writing. The Incas, another powerhouse society mastered the art of using the terrain of their community to help create irrigation systems to make it easier to water crops faster. The Incas had strong agriculture, and had much surplus to trade. Although not every society based their lives off of only agriculture. Some native societies, are non farming societies. What these societies do is fish for salmon and collect other wild food resource and stockpile to last the year. These non farming communities would fish in freshwater rivers, to the salt water sea. Catching mammals of the sea, whales, shellfish, etc. Also spent much time hunting land mammals for fur, and food. Crops are not these societies number one concern. Also, Most natives hail from an extended family Native Americans believed in nature and all of its wonders. They believed that everything living is connected. When they killed their prey, they asked for pardon, and gave thanks. Native Americans never saw themselves as single peoples, the term indian did not come until the arrival of europeans in 1492 (22). These natives first inhabiting america lived very similar lives from one another. Most natives hail from an extended family. The tribes took agriculture, hunting, and beliefs very seriously. They all seemed to adapt to environmental changes as time went on in their settlements. Of course when natives first got to America they all experienced different hardships, but overcame them in their own ways. As I read chapter one, by the end of it I realized that most of the tribes individually contributed their knowledge to overcome hardships in history. And they shared these contributions with one another to help each community grow. For instance, Mayans created their numerical system, and Indicas with their irrigation systems, etc. These natives seemed to all have great work ethic, a will to live, and a will to express their beliefs. They all settled areas of untouched land, and created their own societies, and their own futures. American natives banded together to create opportunity, and sought after a better life for themselves. Pre- Columbian Native Americans were not the savages the Europeans described them to be. Native Americans were intelligent, hard working, and misunderstood people.

Charles Dickens Great Expectations Essay -- Great Expectations Charle

Charles Dickens' Great Expectations Introduction: ‘Great Expectations’ was one of Dickens’ best-known novels and was written in 1860. ‘Great Expectations’ is a Bildungsroman and follows the progression of Pip from child to adult; from humble blacksmith to gentleman; from innocence to experience; from rags to riches and on his journey, Pip meets a range of interesting characters, from the comical Wemmick, to the cruel Estella. This novel reflects parts of Victorian times, with class divide, child labour and improving one’s fortunes. Dickens wrote to entertain the public and the public got a say in how the novel progressed due to the fact that Dickens wrote in monthly instalments in a magazine called ‘Household Words’. Dickens even had to re-write the final chapter so that the public was satisfied. Therefore Dickens needed to make his characters striking and memorable so that they were remembered later in the book. This novel also reflects Dickens’ own life experiences. Dickens was poor as a child and throughout his life, he worked his way up and became rich and this is reflected in the story with Pip going from a poor, lower class boy to a rich, upper class gentleman. In this essay I am going to explore how Dickens made his key characters striking and memorable by using different methods. Section 1- Magwitch =================== Dickens wrote ‘Great Expectations’ in the first person perspective of Pip. By doing this Dickens used a method by which he can create memorable and striking characters because the way that Pip reacts to the characters and the way they treat Pip makes us remember them. At the beginning of the book in chapter 1, Pip meets Magwitch, an escaped convict who threatens P... ...ds striking and memorable through use of physical description, setting and speech. The way that the characters interact with Pip is also important. Dickens makes Magwitch striking and memorable because of the way he is introduced through speech and the way he makes Pip and us feel. Miss Havisham is made particularly memorable to the reader, as she is so bizarre- receiving Pip initially in her dressing room and living her life in a time warp. Wemmick is perhaps the character most people can relate to- he is middle class and lives two separate lives. His individualism, his appearance and choice of home make him striking and memorable. The character who makes the biggest impression on me is Mr Wemmick because I think that his house and his actions are very bizarre and I believe he is a funny character and I think he is the character I can relate to.

Dynamic and formal equivalence Essay

? Wikipedia: Translation is the communication of the meaning of a source-language text by means of an equivalent target-language text. ? General Oxford Dictionary: Translation n 1 the act or an instance of translating. 2 a written or spoken expression of the meaning of a word, speech, book, etc. in another language. ? Dictionary of Translation Studies: Translation: An incredibly broad notion which can be understood in many different ways. For example, one may talk of translation as a process or a product, and identify sub-types as literary translation, technical translation, subtitling and machine translation; moreover, while more typically it just refers to the transfer of written texts, the term sometimes also includes interpreting. ? Free Online Dictionary: trans ·la ·tion (tr[pic]ns-l[pic][pic]sh[pic]n) n. 1. a. The act or process of translating, especially from one language into another. b. The state of being translated. 2. A translated version of a text. ? Elook. org [noun] a written communication in a second language having the same meaning as the written communication in a first language. Synonyms: interlingual rendition, rendering, version In his seminal paper, ‘On Linguistic Aspects of Translation’ (Jakobson 1959/2000), the Russo-American linguist Roman Jakobson makes a very important distinction between three types of written translation: 1. Intralingual translation- translation within the same language, which can involve rewording or paraphrase. 2. Interlingual Translation- Translation from language to another, and 3. Intersemiotic Translation- Translation of the verbal sign by a non-verbal sign, e. g music or image. Only the second category, interlingual translation, is deemed ‘translation proper’ by Jackobson. Theories of Translation Eugene A. Nida Discussions about theories of translation are too often concerned with distinctions between literary and nonliterary texts, between prose and poetry, or between technical articles on physics and run-of-the-mill commercial correspondence. But in order to understand the nature of translation, the focus should not be on different types of discourse but on the processes and procedures involved in any and all kinds of interlingual communication (Bell, 1987). Furthermore, a theory of interlingual communication should not be restricted to discussions between translating and interpreting (whether consecutive or simultaneous), since interpreting differs from translating primarily because of the pressures of time and exigencies of the setting. Some professional translators take considerable pride in denying that they have any theory of translation — they just translate. In reality, however, all persons engaged in the complex task of translating possess some type of underlying or covert theory, even though it may be still very embryonic and described only as just being â€Å"faithful to what the author was trying to say. † Instead of no theories of translation, there are a multiplicity of such theories, even though they are seldomly stated in terms of a full-blown theory of why, when, and how to translate. One of the reasons for so many different views about translating is that interlingual communication has been going on since the dawn of human history. As early as the third millenium BC, bilingual lists of words — evidently for the use of translators — were being made in Mesopotamia, and today translating and interpreting are going on in more than a thousand languages — in fact, wherever there are bilinguals. One of the paradoxes of interlingual communication is that it is both amazingly complex (regarded by LA. Richards (1953) as â€Å"probably the most complex type of event yet produced in the evolution of the cosmos†) and also completely natural (Harris and Sherwood, 1978). Interpreting is often done by children with amazingly fine results, especially before they have gone to school and have learned something about nouns, verbs, and adjectives. One reason for the great variety of translation theories and subtheories is the fact that the processes of translating can be viewed from so many different perspectives: stylistics, author’s intent, diversity of languages, differences of corresponding cultures, problems of interpersonal communication, changes in literary fashion, distinct kinds of content (e.g. mathematical theory and lyric poetry), and the circumstances in which translations are to be used, e. g. read in the tranquil setting of one’s own living room, acted on the theatre stage, or blared from a loudspeaker to a restless mob. The wide range of theories and the great diversity of problems in translation have been treated by a number of persons interested in translation theory and practice, e. g. Guttinger (1963), Vazquez Ayora (1977), and Wilss (1988). A theory should be a coherent and integrated set of propositions used as principles for explaining a class of phenomena. But a fully satisfactory theory of translating should be more than a list of rules-of-thumb by which translators have generally succeeded in reproducing reasonably adequate renderings of source texts. A satisfactory theory should help in the recognition of elements which have not been recognized before, as in the case of black holes in astrophysics. A theory should also provide a measure of predictability about the degree of success to be expected from the use of certain principles, given the particular expectations of an audience, the nature of the content, the amount of information carried by the form of the discourse, and the circumstances of use. Despite a number of important treatments of the basic principles and procedures of translation, no full-scale theory of translation now exists. In fact, it is anomalous to speak of â€Å"theories of translation,† since all that has been accomplished thus far are important series of insightful perspectives on this complex undertaking. The basic reason for this lack of adequate theoretical treatments is that translating is essentially a technology which is dependent upon a number of disciplines: linguistics, cultural anthropology, psychology, communication theory, and neurophysiology. We really know so little about what makes translators tick. But tick they must — and increasingly so in a shrinking multilingual world. Instead of speaking of theories of translation, we should perhaps speak more about various approaches to the task of translating, different orientations which provide helpful insight, and diverse ways of talking about how a message can be transferred from one language to another. The different ways in which people go about the task of interlingual communication can perhaps be best described in terms of different perspectives: (1) the source text, including its production, transmission, and history of interpretation, (2) the languages involved in restructuring the source-language message into the receptor (or target) language, (3) the communication events which constitute the setting of the source message and the translated text, and (4) the variety of codes involved in the respective communication events. These four different perspectives could be regarded as essentially philological, linguistic, communicative, and sociosemiotic. These four major perspectives on the problems of interlingual communication should not, however, be regarded as competitive or antagonistic, but as complementary and supplementary. They do not invalidate one another but result in a broader understanding of the nature of translating. They do, nevertheless, reflect an interesting historical development as the focus of attention has shifted from emphasis on the starting point, namely, the source text, to the manner in which a text is understood by those who receive and interpret it. Such a development is quite natural in view of the fact that all communication is goal oriented and moves from the source’s intention to the receptor’s interpretation. The philological perspective The philological perspective on translation in the Western World goes back ultimately to some of the seminal observations by such persons as Cicero, Horace, Augustine, and Jerome, whose principal concerns were the correct rendering of Greek texts into Latin. In the seventeenth and eighteenth centuries in Europe the philological orientation in translating focused on the issue of â€Å"faithfulness,† usually bound closely to the history of interpretation of the text, something which was especially crucial in the case of Bible translations. For the most part, arguments about the adequacy of translations dealt with the degree of freedom which could or should be allowed, and scholars discussed heatedly whether a translator should bring the reader to the text or bring the text to the reader. Some of the most important early contributions to the philological aspects of translation were made by Luther (1530), Etienne Dolet (1540), Cowley (1656), Dryden (1680), and Pope (1715), but Luther’s influence was probably the greatest in view of his having directly and indirectly influenced so many Bible translations first in Western Europe and later in other parts of the world. This philological perspective is still very much alive, as witnessed by the important contributions of such persons as Cary and Jumpelt (1963), George Steiner (1975), and John Felstiner (1980). Felstiner’s book on Translating Neruda is a particularly valuable contribution to the problem of translating lyric poetry. And the numerous articles in Translation Review, published by the University of Texas at Dallas on behalf of the American Literary Translators Association, represent very well this philological perspective. It is amazing, however, that avowedly philological approaches to translating can result in such radically different results. Those who set their priorities on preserving the literary form produce the kinds of translations which one finds in the text of 2 Corinthians 10. 14-16 in the New American Standard Version of the Bible: For we are not overextending ourselves, as if we did not reach to you, for we were the first to come even as far as you in the gospel of Christ; not boasting beyond our measure, that is, in other men’s labors, but with the hope that as your faith grows, we shall be, within our sphere, enlarged even more by you, so as to preach the gospel even to the regions beyond you, and not to boast in what has been accomplished in the sphere of another. The Greek of this passage is not stylistically bad, but this English butchering of it is hacking at its worst. Many translators have, however, succeeded brilliantly in combining sensitivity to style with faithfulness to content, perhaps represented most strikingly in the rendering of the plays of Aristophanes by Benjamin B. Rogers in the Loeb series (1924). The Clouds is an especially difficult text to translate adequately, since it combines sublime lyrical passages, sharp barbs against philosophy, satirical treatment of Greek education, and ribald humor, which must have kept the crowds roaring with laughter. Rogers makes the text come alive with frequent shifts in meter to match the mood, clever plays on the meanings of words, and particularly adroit handling of dialogue, even to the point of toning down the scatological comments to match the Victorian tastes of his readers. A number of the essential features and limitations of the philological perspective on translating literary works are helpfully described and discussed by Paz (1971) and by Mounin (1963). Octavio Paz has the special gift of being able to discuss issues of literary translation with the touch of a literary artist, which indeed he is. And Georges Mounin has a way of delineating diverse opinions and judgments so as perform an elegant balancing act. Those who have followed primarily a philological orientation toward translating have increasingly recognized that other factors must be given greater attention. In the volume On Translation, edited by Brower (1959), and in the volume Translation: Literary, Linguistic, and Philosophical Perspectives, edited by Frawley (1984), these broader factors of linguistic and cultural matters are introduced and point the way to a more satisfactory approach to some of the crucial problems confronted by translators. The linguistic perspective Since translating always involves at least two different languages, it was inevitable that a number of persons studying the issues of translation would focus upon the distinctive features of the source and receptor languages. Important studies of diverse linguistic structures by such persons as Sapir, Bloomfield, Trubetskoy, and Jakobson laid the foundation for a systematic study of the functions of language. Then the analysis of languages outside of the Semitic and IndoEuropean families by linguist-anthropologists provided the creative stimulus for seeing interlingual relations in new and creative ways. Chomsky (1965, 1972) and his colleagues added a dynamic dimension to language structure through the use of transformations. All this led to the publication of a number of books on translating which have focused primary attention on the correspondences in language structures. Some of the most important of these books were by Vinay and Darbelnet (1958), Nida (1964), Catford (1965), Tatilon (1986), Larson (1984) and Malone (1988). Except for Malone’s volume, most books dealing with the linguistic aspects of translating have been essentially aimed at meaningful relations rather than purely formal ones. This is particularly true of the approach of Nida and of Larson. But Malone’s volume employs a transformational orientation for a number of formal and semantic processes, including equation, substitution, divergence, convergence, amplification, reduction, diffusion, and condensation. This focus on processes is very productive, but greater attention needs to be paid to the pragmatic features of the original message and to the circumstances regarding the use of a translation. Developments in transformational-generative grammar, with its Boolean rewrite rules and seemingly precise formulas for embedding, gave machine translating a great methodological boost, but this was not adequate to fulfill the expectations aroused through early promotion by computer enthusiasts. The limited success of machine translating, since it requires so much preediting and postediting, has resulted in a shift of focus from purely linguistic methods to Artificial Intelligence as a possible source of fresh insights. But even with highly sophisticated techniques the resulting translations often sound very unnatural (Somers et al, 1988). Some important indirect contributions to a linguistic approach to translating have been made by a number of philosophers interested in linguistic analysis as a way of bringing philosophy down from the clouds of truth, beauty, and goodness to the realism of talking about the language of philosophical discussion. Some of the most influential of these philosophers have been Wittgenstein (1953), Cassirer (1953), Grice (1968), Quine (1953, 1959), and Ric? ur (1969). Many of their insights have been effectively discussed from the linguistic viewpoint by Wells (1954), Antal (1963), Leech (1970), and Moravcsik (1972). These developments provided an important stimulus for developing a less naive approach to epistemology in translation theory. It also encouraged greater interest in the ordinary uses of language in dialogue and helped to undermine false confidence in the reliability of natural language. A number of psychological insights about translating have been contributed by Ladmiral (1972), who has treated a variety of psychological factors which  influence the ways in which linguistic and cultural elements in communication are processed by the mind. And Lambert (1978) has distinguished two different types of bilingualism based on a speaker’s degree of integration of the respective language codes. This should prove very useful in understanding certain marked differences in the manner in which translators and interpreters perform. The communicative perspective The volume From One Language to Another (de Waard and Nida, 1986) reflects the importance of a number of basic elements in communication theory, namely, source, message, receptor, feedback, noise, setting, and medium. It also treats the processes of encoding and decoding of the original communication and compares these with the more complex series in the translation process. Linguists working in the field of sociolinguistics, e. g. Labov (1972), Hymes (1974), and Gumperz (1982), have made particularly important contributions to understanding principles of translating which focus upon various processes in communication. This relation between sociolinguistics and translation is a very natural one, since sociolinguists deal primarily with language as it is used by society in communicating. The different ways in which societies employ language in interpersonal relations are crucial for anyone concerned with translating. Any approach to translating based on communication theory must give considerable attention to the paralinguistic and extralinguistic features of oral and written messages. Such features as tone of voice, loudness, peculiarities of enunciation, gestures, stance, and eye contact are obviously important in oral communication, but many people fail to realize that analogous factors are also present in written communication, e. g.  style of type, format, quality of paper, and type of binding. For effective impact and appeal, form cannot be separated from content, since form itself carries so much meaning, although in Suzanne Langer’s sense of â€Å"presentational† rather than â€Å"discoursive† truth (1951). This joining of form and content has inevitably led to more serious attention being given to the major functions of language, e. g. informative, expressive, cognitive, imperative, performative, emotive, and interpersonal, including the recognition that the information function is much less prominent than has been traditionally thought. In fact, information probably accounts for less that twenty percent of what goes on in the use of language. This emphasis upon the functions of language has also served to emphasize the importance of discourse structures, also spoken of as â€Å"rhetoric† and â€Å"poetics,† in which important help for translators has come through contributions by Jakobson (1960), Grimes (1972), and Traugott and Pratt (1980). This focus on discourse structures means that any judgment about the validity of a translation must be judged in terms of the extent to which the corresponding source and receptor texts adequately fulfill their respective functions. A minimal requirement for adequacy of a translation would be that the readers would be able to comprehend and appreciate how the original readers of the text understood and possibly responded to it. A maximal requirement for translational adequacy would mean that the readers of the translation would respond to the text both emotively and cognitively in a manner essentially similar to the ways in which the original readers responded. The minimal requirement would apply to texts which are so separated by cultural and linguistic differences as to make equivalent responses practically impossible, e. g. translations into English of West African healing incantations. A maximal requirement would apply to the translation of some of Heinrich Heine’s poems into English. Such requirements of equivalence point to the possibilities and limitations of translating various text types having diverse functions. Mounin (1963) treats this same issue as a matter of â€Å"translatability,† and Reiss (1972) has discussed the communicative aspects of translation by calling attention to the issue of functional equivalence. The sociosemiotic perspective. The central focus in a sociosemiotic perspective on translation is the multiplicity of codes involved in any act of verbal communication. Words never occur without some added paralinguistic or extralinguistic features. And when people listen to a speaker, they not only take in the verbal message, but on the basis of background information and various extralinguistic codes, they make judgments about a speaker’s sincerity, commitment to truth, breadth of learning, specialized knowledge, ethnic background, concern for other people, and personal attractiveness. In fact, the impact of the verbal message is largely dependent upon judgments based on these extralinguistic codes. Most people are completely unaware of such codes, but they are crucial for what people call their â€Å"gut feelings. â€Å"These types of codes are always present in one way or another, whether in oral or written communication, but there are certain other accompanying codes which are optional and to which the verbal message must adjust in varying ways, e. g. the action in a drama, the music of a song, and the multiple visual and auditory features of a multimedia essay. These optional codes often become the dominant factors in a translation, especially when lip synchronization is required in television films. The problem of multiple codes and their relation to the social setting of communication have been helpfully treated by a number of persons, e. g. Eco (1976), Krampen (1979), Merrell (1979), and Robinson (1985). The beginning of a sociosemiotic approach to translating has been undertaken by de Waard and Nida (1986) and by Toury (1980), but a good deal more must be done to understand the precise manner in which the language code relates to other behavioral codcs. In the first place, language must be viewed not as a cognitive construct, but as a shared set of habits using the voice to communicate. This set of habits has developed within society, is transmitted by society, and is learned within a social setting. This implies a clear shift away from abstract and reductionist approaches to language and toward the sociolinguistic contexts of performance in both encoding and decoding messages communicated by multiple codes. This also means that in both encoding and decoding there is a dialogic engagement between source and receptors, both in anticipatory feedback (anticipating how receptors will react) and in actual feedback through verbal and nonverbal codes. In the second place, language must also be viewed as potentially and actually idiosyncratic and sociosyncratic, in the sense that people may create new types of expressions, may construct new literary forms, and may attach new significance to older forms of expression. Discourse, in fact, becomes as much a matter of fashion as any other element of communication, and outstanding communicators can set new standards and initiate new trends.  The advantages of a sociosemiotic approach to translating are to be found in (1) employing a realistic epistemology which can speak relevantly about the real world of everyday experience, since its basis is a triadic relation between sign, referent, and interpretant (the process of interpretation based on the system of signs  and on the dialogic function of society), (2) Being at the cutting edge of verbal creativity, rather than being bound by reductionist requirements which depend on ideal speaker-hearers, who never exist, (3) recognizing the plasticity of language, the fuzzy boundaries of usage, and the ultimate indeterminacy of meaning, which makes language such a frustrating and subtly elegant vehicle for dialogue, and (4) being essentially interdisciplinary in view of the multiplicity of codes. The full implications of sociosemiotic theories and their relation to translation are only now emerging, but they have the potential for developing highly significant insights and numerous practical procedures for more meaningful and acceptable results.

Marketing Strategies Essay

A.1) By using PESTEL analysis we can analyze the macro factors affecting KFC Political Factors: Political factors refer to the government policies such as degree of intervention in the economy. KFC is asked to tell the people safety and health guidelines, KFC is also asked to label the genetically modified food (GM food). It follows the Animal rights campaigns by the government. Economic Factors: These include taxation changes, interest rates, inflation and exchange rates, economic growth. Social Factors: Social factors can have effect on the firms availability of the products, demand of the products and the availability and willingness of individuals to work. In UK the population has been ageing. This change has affected the cost of the firms due to the pension payment to their old age employees because the firms is committed to the employees who work with the firm from a long cycle period. Some firms have started recruiting old age employees to balance the labor pool. The ageing population has also affected demand, for example the demand for medicines and sheltered accommodation has increased whereas the demand for toys and other young age products has fallen. Technological Factors: New technology brings up new products and new processes of production. MP3 players, high definition TV, online business are all new innovations created by technological advancements. Technology can reduce the cost, improve the quality and lead to innovation of new products. These technological advancements can benefit the consumer as well as the organization. Environmental Factors: Environmental factors include the change in climate and weather. The changes in the temperature can impact many organizations such as farming, tourism, and insurance, with major climate changed due to global warming and with more and more environmental awareness this external factor is becoming a big issue for the companies to consider. The desire of saving the natural resources and environment is having an impact on many industries such as tourism and transportation, for example more taxes are  being imposed on air travel and the success of hybrid cars. and the move towards more eco-friendly products and creating an issue in demand and making new business opportunities. Legal factors: This is related to the legal environment in which the business operates. In recent years the legal changes in UK has affected many firms. The introduction of new age discrimination and disability discrimination legislation, an increase in the minimum wage of the employees and greater requirement for a firm to recycle has affected organization. Such legal changes affect the cost of the organization

Webers Theory of Social Class Essays - Max Weber, Free Essays

Weber's Theory of Social Class Essays - Max Weber, Free Essays My Case Study Part 3: Research Recent studies suggest that Webers theory about class, status, and party is one of the most accurate theories found regarding social class. Weber's Theory of Social Class Class, Status & Party Marx saw class divisions as the most important source of social conflict. Weber's analysis of class is similar to Marx's, but he discusses class in the context of social stratification more generally. Class is one dimension of the social structure. Social status, or "social honor," is another. Both are significant contributors of social difference. Weber's treatment of class and status indicates the manner in which the material basis of society is related to the ideological. Social conflict can result from one or the other, or both. Social action is motivated by both, though in some cases more one than the other. By bringing in status, Weber provides a more flexible view of the details of social differences, and their implications for the lived experience of social actors. In order to fully understand Weber's perspective on stratification, we need to be familiar with a few general concepts: (i) power; (ii) domination; and, (iii) communal and societal action. I. Power, Domination, Communal & Societal Action A. Power Weber defines power as the ability of a actor (or actors) to realize his or her will in a social action, even against the will of other actors. Power relates to the ability to command resources in a particular domain. Economic power, then, is the ability to control material resources: to direct production, to monopolize accumulation, to dictate consumption. Societal power includes economic power, social power, legal or political power, and so forth. Although the control of these domains of resources usually go together, they represent different mechanisms of power, and are conceptually distinct. B. Domination Domination is the exercise of authority. Possession of power in a sphere results in dominance. Weber articulated three ideal types of domination: charisma, tradition and rational-legal. Charismatic domination rests on the character of the leader. Through inspiration, coercion, communication and leadership, a particular individual may succeed in occupying a central role in the planning and co-ordination of social action. Charisma, Weber believed, emerges in times of social crisis. People lose confidence in existing forms of authority, and the charismatic leader takes advantage of the crisis. Because it is a personalized form of authority, it tends to be unstable. It does not normally survive the death of the original leader, and it often abandons the leader while he or she is alive. For charismatic authority to be sustained, it must be routinized. Traditional authority is based on the belief in the legitimacy of well-established forms of power. Tradition implies an inherent, natural, or metaphysical quality in the state of affairs that makes it resistant to challenges by reason. Tradition often functions in a society with rigid forms of social hierarchy, because of the role of social inheritance and custom. Traditional authority is based on loyalty to the leadership. Power is exercised by commands issued from the leader or leadership group. Officials are obedient to that person or group, and the lines of authority are often unstated and vague. Traditional authority tends not to distinguish between public and private affairs. The task specialization, in terms of the exercise of power, is minimal. Rational-legal authority is based on a set of rules, and the belief in the legitimacy of the process of rule creation and enforcement. This form of domination is routinized through bureaucracy. It tends to remain independent of particular individuals, because authority resides in the office, or the organizational position of the role. In the bureaucracy, rational-legal power is exercised on the basis of knowledge and experience, not on personality or custom. Authority functions by means of obedience to the rules rather than persons. Bureaucracy tends to separate the personal and public spheres. Task specialization is extensive within the bureaucracy. C. Communal & Societal Action A communal action is oriented on the basis of a shared belief of affiliation. In other words, actors believe that they somehow belong together in some way. Their action stems from, and is co-ordinated by this sentiment. In contrast, societal action is oriented to a rational adjustment of interests. The motivation is not a sense of shared purpose, but rather, a recognition of shared interests. II. Class Weber identified three aspects

Intersexualism Hermaphrodites essays

Intersexualism Hermaphrodites essays People known in the medical literature as true hermaphrodites have a mixed gonadal structure, ovo-testis, or sometimes one ovary and one testis. It was stated in this interview that the politically correct word for hermaphrodites is now intersexuals because of the mythological origins of hermaphrodite. Most intersexed people have a very, very, hard time with personal issues which surround being born intersexed. There is a relatively small group of "out" intersexuals in the world, a number that is steadily growing, but the vast majority live with the silence, shame, and fear that they learned as a child or teen. I taped an interview from the talk-show Leeza where she interviewed an intersexual person named Sallie, who told of her personal struggles when dealing with intersexuality. Sallie is an XX person who was exposed to progestin prenatally and was assigned at first as a female. She underwent no surgery at birth, but at the age of two was surgically transformed into a male in the early 1960's. She was raised as a male until age thirteen. When Sallie was thirteen she began to experience the first signs of feminine puberty, which she tried to unsuccessfully hide. She woke one morning with blood on her sheets and thought that she had contracted some mysterious disease, but eventually realized her lifelong feelings of "otherness" was actually more than just the alienation of a sensitive and lonely young boy. When she found out she was a hermaphrodite she said that it actually felt like a crash in her head - the train wreck of truth. Some people had told her that she was lucky to have had a choice of which sex she wanted to be. She disagreed by stating, "The choice is really just a chance to screw up your life even more at an age when you should be coping with the first stages of growing up. It is a no-win choice. Normal people don't choose which sex they are...they just are. Int ...

French Expressions - Mood and Health

French Expressions - Mood and Health Learn some French expressions related to mood and health, both good and bad. English French Literal translation Did you get up on the wrong side of the bed? Tu tes lev du pied gauche? Did you get up on your left foot? Dont sulk! Ne fais pa la tte ! Dont do/make the head! Get well soon. Remets-toi vite. Get better quickly. Hes hard of hearing. Il est dur doreille. Hes uncomfortable. Il nest pas bien dans sa peau. Hes not good in his skin. Hes in a very good mood. Il est de trs bon humeur. Hes of very good mood. I burst out laughing. Jai clat de rire. I burst to laugh. I cant seem to wake up. Je narrive pas me rveiller. Im not managing to wake up I dont feel well. Je ne suis pas en forme. Im not in shape I feel great! Jai la frite !Jai la patate ! I have the French fry!I have the potato! Im all choked up. Jai la gorge serre. My throat is tight. Im bathed in sweat. Je suis en nage. Im swimming. Im beat! Je suis crev!Je suis bout de force! Im burst!Im at the end of force! Im bored to death. Je mennuie mourir Im bored to dying. Im out of breath. Je suis hors dhaleine. I was ready to drop. Les jambes mentraient dans le corps. My legs were going into my body. My head is spinning. Jai la tte qui tourne. I have the head that spins. You look well. Tu as bonne mine. You have good look. Youre soaked to the skin! Tu es tremp comme une soupe!Tu es tremp jusquaux os! Youre soaked like a soup!Youre soaked to the bones!

Our town Essay Example | Topics and Well Written Essays - 500 words

Our town - Essay Example In the play, a man is actually showing the viewer around. Like a guide, he takes the viewers to different parts of the town and introduces them to different characters. As the story proceeds, the viewer is introduced to side characters, the milk man, the newspaper boy, the church people and the local doctor. These may be side characters but they play an important role in presenting the habits and life style of people in the late nineteenth and early twentieth century. The hero of the play, George is seventeen years old when he decides to become a farmer. The heroine, Emily is deeply in love with George and doesn’t want to part from him for three years even if it is for his farming education. They decide to get married. The marriage scene itself is very significant. In form of vocal self addresses, it portrays the feelings of the bride and groom, their parents and even the wedding priest regarding marriage. Sometime later, when the couple becomes pregnant and Emily is in anesthesia during the delivery, she has a dream, or more likely a vision, in which she sees her own funeral. The dream is important since it conveys an emotional message, therefore it is described below: Emily sees herself after death, standing among many dead relatives of her and George. She wants to go back to life and doesn’t want to die. She gets a last chance to view her past. She chooses a day of her life that was her sixteenth birthday. While viewing the happenings of that day, she realizes so many things that she had been ignoring in life. For instance she realizes that she never really noticed how young and beautiful her mother was, or how concerned her parents were for the children etc. she delivers the dialogue co ntaining this lesson aloud and then wakes up from the dream. The play ends with the guide taking the viewer to

Fires of Jubilee(History) Essay Example | Topics and Well Written Essays - 1000 words

Fires of Jubilee(History) - Essay Example By the time he was five years old, his parents discovered that he had exceptional abilities to read and write, an extremely commendable feat as education was quite rare among the slaves. This quality earned him immense respect amongst the other slaves. â€Å"He was living in the innocent season of his life, in those carefree years before the working age of twelve when a slave boy could romp and run about the plantation with uninhibited glee† (OATES, P.7). But the dramatic events that occurred in the year 1809 had a significant impact on young Nat that changed his life immensely. When Nat was barely nine years old, his father ran away to escape the slavery regime and never returned. Subsequently, his master, Benjamin Turner died leaving Nat under the aegis of his son Samuel Turner, who was a religious fanatic in his mid twenties and worked his slaves hard; often using Christianity as a tool to scare them into obedience. This was a predominantly widespread belief among the whites who tried to teach the blacks that God was supreme and he allowed slavery as the whites were superior to the blacks. Moreover, the whites insisted obedience from the slaves on the grounds that it was God’s will and those who questioned his authority were destined to burn in hell and even the thought of escaping slavery could invite his wrath. In 1821, when Samuel Turner hired an overseer Nat was highly displeased. Eventually, he requested his master to set him free but got whipped instead which added to his growing discontent and led him to flee into the wilderness only to return after thirty days. In 1822, after the death of Samuel Turner, Nat was sold to Thomas Moore. By the summer of 1825, Nat increasingly grew to be more withdrawn, often spending his Sundays in the cabin praying and reading the Bible. As Nat grew older he started having â€Å"visions† and dreams of the black spirits defeating the white spirits, which he perceived as God’s messages to him and was,

Can educational inequalities be explained by children and young Essay

Can educational inequalities be explained by children and young people's social economic and cultural background - Essay Example Antoine defines this phenomena as â€Å"a situation in which individual groups in a society do not have equal social status, social class, and social circle.† (THE INEQUALITY PROJECT). Such social stratification is known to exist in the form of income groups and cultural backgrounds. Research and case studies provide further evidence to the sociologist’s claim that social class has an impact on educational opportunity. The disadvantage that a student faces as compared to other students can be explained as an extension of the disadvantages he or she may face as a result of belonging to a certain social group. Thus, a strong positive relationship can be drawn between social class and educational opportunity – the higher the social class is, the higher the quality of education achieved, and vice versa. Based on credible research and scholarly work, educational inequalities can be explained through the social economic and cultural background of the individual, making the attainment of education a process highly influenced by social factors. To understand educational inequality, it is important to first look into the factors that cause such inequalities to exist in the first place. Sociologists identify three main influences in this respect, namely, the income, gender and ethnicity group an individual belongs to. The correlation between poor income households and poor education has been proven through multiple researches. A Research report by Michael Holzman titled â€Å"A Rotting Apple† focuses on educational inequalities in New York City. It reveals that districts with high rates of poverty have a generally low quality of education, with teachers that are less experienced and schools having limited access to resources such as computers and internet as compared to schools in high income localities (SCHOTT FOUNDATION, 2012). This may be explained by the fact that households belonging to low income strata of the society may be not be able to afford sending their children to schools that offer better education with skilled teachers. As a result, the children in these low income area schools, when compared to those from high income areas, achieve less academic success. This supports the point that educational inequality is caused by differences in the income levels of the household the students belong to. Another factor that influences educational inequality is the cultural advantage students for middle class households have as compared to those from working class families. Basil Bernstein explains how children from varying backgrounds develop different codes, or forms of speech, during their early lives, which affect their subsequent school experience.† (GIDDENS, 1996) Bernstein classified the speech of working class families and middle class families as represented by a restricted code and elaborated code respectively. Working class parents are most likely to instruct or explain values and lessons to their chil dren using the minimum of words, and assuming that certain things are understood. On the other hand, middle class parents are most likely to explain and instruct their children by giving them elaborate explanations and reasons about why something is good or bad (BERNSTEIN,1977). In schools, teachers use the elaborated

Design innovation in textile Literature review Example | Topics and Well Written Essays - 2500 words

Design innovation in textile - Literature review Example The sequence of activities of coming up with a design is referred to as the design process. The process of design normally necessitates a consideration of functional, aesthetic, socio-political and economic dimensions of the object that is being designed. This process involves considerable thought, research, modeling, re-design, and interactive adjustment. It is possible to design a variety of objects, and these objects include skyscrapers, business processes, clothing, corporate identities, graphical user, etc. The design process of a substance is a linear sequence of various events that has a starting point, and an ending point. On various occasions, a designer has to go back one or two stages, if new information is introduced. In other circumstances, the designer may overlook one or two steps, based on the type of product that an individual designs. Chao and Ishii (2007) explains that design is a problem solving activity, and it requires a precise definition of the problem, from the beginning of the design. The design process is mostly concerned with the decisions of choice, state, sensitivity, and it also relies on the value judgments. Mckenna (2007) explains that the design process can be influenced by technology, idea, market, and demands. The design process has the following steps, It is the duty and role of the designer to carry out a research for purposes of finding out what it is that the customers need. Chao and Ishii (2007) explains that before coming up with a new product, the product under consideration must have the capability of satisfying the needs of the customers. It is the responsibility of designers to identify these needs, and design their products in a manner that satisfies this need. Take for example Apples, the design of their electronic gadgets are always slim, and sleek. This is for purposes of ensuring that they are able to conserve the environment, as

High school graduates Research Paper Example | Topics and Well Written Essays - 2250 words

High school graduates - Research Paper Example Living in a time where consistent teaching regulations and youngsters are generally subjected to learn conventional and uninteresting things, there is a great deal of uncertainty in the schools with reference to what to do after high school. In general, college is the default pathway and the majority of students ‘mechanically’ put themselves on that path; however, then there are still a small number of those who appear to be in no doubt regarding what in fact they would like to study for in college. In addition, even if they are certain, experts declare that, on the whole, a student will modify his major three times or more during the track of his/her college profession. On the other hand, a lot more disturbing statistic is that one in every four freshman in school gives up prior to finishing sophomore year. The truth is that college is not for every person nor it is really considered necessary for every person and thus, pushing teens to go to college, in order to have t hem drop out is like harming them (Lee, 2001). Before a generation or two, high-school graduates seldom went on to college, yet one way or another during the years, college more or less has turned out to be a rite of way for youngsters to pass into maturity and an excellent job. However, youngsters do not have to attend college to become grown-ups and they surely do not need to go to land at first-class profession. A few alternatives for high school graduates other than just college are discussed in the following paragraphs. Gap Year There are certain things that a student can do ahead of making up his mind regarding what his long-term path is going to be; something to fill up the gap. In addition, talking about of filling in the gap, the first thing that comes to the mind is gap year. The gap year is basically a practice of channeling in Australia, as well as in the United Kingdom, although not a lot of individuals in the States have noticed it. Mainly, a gap year is a year in the middle of completing high school and starting college that is usually spent either in travelling or working as contrasting to carrying on the education without any delay. For several students, it is a year of self-awareness as well as exploration, and it provides them a little time to dwell on what they would like to do with their lives prior to going back into an educational atmosphere. It is a disgrace that this is nearly rejected within United States of America, where, for the most part, youngsters are forced to being their secondary education immediately the moment as they graduate high school. A lot of them could in fact utilize the free time (White, 2009). As in other countries, it lets students to grow up, be mature, and pull through from burn out. Alternatives take account of recognized programs for individual development. Internships In particular, there are a number of internships readily accessible for students who have started college, and who have not yet started a furt her schooling after high school. The expertise learned from an internship can be immensely helpful as it can create knowledge and familiarity, as a result probably letting students to land on a real employment. In addition, students can get the benefit from the experience, as it will be giving them awareness about the field that the internship work is in. In this regard, this will bring about interest in some specific professional path and could give students an enhanced plan with reference to what they would like to do (Noddings, 2005). Job Having a job can provide the students important experience that can give them insight into what it is they would like to be doing in the future.  In addition, students will be making money that can be reserved for schooling expenditures that student opt to do  subsequently. Nothing assists more with that changeover to maturity than holding down a permanent employment. Student’

Northern Ireland Ethnic Conflict Research Paper

Northern Ireland Ethnic Conflict - Research Paper Example Through the Ireland’s government act of 1920, the Island was partitioned into Northern Ireland and Southern Ireland, a move that was opposed by some unionists and a majority of the nationalists. In addition, it became part of the Irish Free State that had been formed in the course of the Irish Free State Constitutional act of 1922 (O’Callagha), but afterward, the parliament of Northern Ireland picked out of the Irish Free State through an address to the king. This request having been granted, Northern Ireland received self-governing under the United Kingdom; a move that sparked sporadic violence in the region as some groups were opposed to the partitioning of Ireland. Following the state of tensions in the region, there were  across boarder migrations with Protestants moving northwards while Catholics moved southwards to the Free State. Some of the Northern Catholic Nationalists who remained in Northern Ireland felt isolated from the state after having failed to join the new police force in the Northern Ireland, which was largely constituted by the Unionist Protestants. Successive Unionist Prime ministers’ reigns between 1920s and 1970s saw the Catholic minorities who formed up the Nationalists being oppressed through discriminatory policies. For instance, local government elections were often rigged in favor of the Unionist candidates even in areas with a majority of the Nationalist Catholics. Employment opportunities were often granted in favor of the Unionists/Protestants especially in high-ranking influential positions in the government of Northern Ireland. This led to the decline in the Northern Ireland Nationalists population due to the tough living conditions they were subjected to. These discriminatory policies against the Northern Ireland Nationalist Catholics and the Northern Ireland’s associations with the United Kingdom led to the conflict and troubles in the Northern Ireland that pitted the majority Northern Ireland Pr otestants/Unionists against the minority Roman Catholic Nationalists (Engelhart). At this time in the crisis that was escalating into a war, the Irish Republican Army was formed to try to free the Northern Ireland from the British influence and domination of the unionists/Protestants. This armed force’s interim campaigns against the United Kingdom’s rule over Northern Ireland also wanted to spearhead the reunification of Ireland back to the former 32 state Irish Republic by restoring and strengthening its political boundaries (Mesev et. al. 874). The United Kingdom loyalist unionists in retaliation to the Irish Republican Army’s campaigns formed small military groups to fight against the IRA forces. The Ulster Volunteer Force was then created in 1966, as a rejoinder to the Irish Republican Force, which was threatening the continued dominance of the Unionists control over Northern Ireland. The Ulster Volunteer Force was mainly pro British and United Kingdomâ€⠄¢s relations and collaboration with Northern Ireland to the disdain of the Nationalists agenda through the IRA. The Ulster Volunteer Force was also fighting to reassert and further strengthen the Unionists control over Northern Ireland, which was declining due to the IRA campaigns. This violence  was made even prominent with the involvement of the United Kingdom State Controlled forces’ involvement in the disguise of restoring peace and calm

High school graduates Research Paper Example | Topics and Well Written Essays - 2250 words

High school graduates - Research Paper Example Living in a time where consistent teaching regulations and youngsters are generally subjected to learn conventional and uninteresting things, there is a great deal of uncertainty in the schools with reference to what to do after high school. In general, college is the default pathway and the majority of students ‘mechanically’ put themselves on that path; however, then there are still a small number of those who appear to be in no doubt regarding what in fact they would like to study for in college. In addition, even if they are certain, experts declare that, on the whole, a student will modify his major three times or more during the track of his/her college profession. On the other hand, a lot more disturbing statistic is that one in every four freshman in school gives up prior to finishing sophomore year. The truth is that college is not for every person nor it is really considered necessary for every person and thus, pushing teens to go to college, in order to have t hem drop out is like harming them (Lee, 2001). Before a generation or two, high-school graduates seldom went on to college, yet one way or another during the years, college more or less has turned out to be a rite of way for youngsters to pass into maturity and an excellent job. However, youngsters do not have to attend college to become grown-ups and they surely do not need to go to land at first-class profession. A few alternatives for high school graduates other than just college are discussed in the following paragraphs. Gap Year There are certain things that a student can do ahead of making up his mind regarding what his long-term path is going to be; something to fill up the gap. In addition, talking about of filling in the gap, the first thing that comes to the mind is gap year. The gap year is basically a practice of channeling in Australia, as well as in the United Kingdom, although not a lot of individuals in the States have noticed it. Mainly, a gap year is a year in the middle of completing high school and starting college that is usually spent either in travelling or working as contrasting to carrying on the education without any delay. For several students, it is a year of self-awareness as well as exploration, and it provides them a little time to dwell on what they would like to do with their lives prior to going back into an educational atmosphere. It is a disgrace that this is nearly rejected within United States of America, where, for the most part, youngsters are forced to being their secondary education immediately the moment as they graduate high school. A lot of them could in fact utilize the free time (White, 2009). As in other countries, it lets students to grow up, be mature, and pull through from burn out. Alternatives take account of recognized programs for individual development. Internships In particular, there are a number of internships readily accessible for students who have started college, and who have not yet started a furt her schooling after high school. The expertise learned from an internship can be immensely helpful as it can create knowledge and familiarity, as a result probably letting students to land on a real employment. In addition, students can get the benefit from the experience, as it will be giving them awareness about the field that the internship work is in. In this regard, this will bring about interest in some specific professional path and could give students an enhanced plan with reference to what they would like to do (Noddings, 2005). Job Having a job can provide the students important experience that can give them insight into what it is they would like to be doing in the future.  In addition, students will be making money that can be reserved for schooling expenditures that student opt to do  subsequently. Nothing assists more with that changeover to maturity than holding down a permanent employment. Student’

Managerial Effectiveness and its impact on organization Research Paper

Managerial Effectiveness and its impact on organization - Research Paper Example ..7 An Overview of Managerial Effectiveness †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...8 Theoretical Framework †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...9 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦..9 Research Approach†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 Research Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 Pilot Test†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Data Analysis Techniques.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Data Collection Procedures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Observer Journal Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Data analysis†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..19 Introduction A well-established fact in management research has been that managers faced various tasks, conflicting demands, and challenging expectations frequently that can pose to be as serious barriers to managerial effectiveness. Prior researches did extensively have pointed in the direction of a prominent and significant relationship between managerial behaviours and organizational outcomes, including employees’ job satisfactionp, productivity, performance, job involvement, intentions for voluntary turnover, and likelihood of burnout at the workplace (Andersson and Floren, 2008). Hence, managers need to be highly capable of responding to numerous role expectations and behaviours for them to accomplish a trait that is most important in today’s highly competitive scenario, which is managerial effectiveness (MacMahon and Murphy, 1999). Change is an inevitable feature of workplaces due to several inherent reasons and situations. The presence of change has become a great challenge for companies in trying to achieve long-term success and survival, thus, the need for highly capable and competent managers. In order to efficiently and effectively select managers, competent enough to face organizational issues is one of the most important measures that a company can take as a response to the changing environment. This could be accomplished by enhancing their skills and knowledge continuously, so as to keep up with rapidly change pace (Martynov, 2010). Essentially, while organizations ensure that, only the most competent employees are recruited and trained, developmental efforts are constantly in place to further enhance the effectiveness and overall quality of their managerial workforce. Managerial effectiveness

Writing skills Essay Example for Free

Writing skills Essay The study of Neville looks in the way of addressing academic literacy within the University level. He highlighted several important factors that make such feat difficult for students to achieve. â€Å"In this paper I describe examples of students’ difficulties in developing academic literacy, and show how these difficulties relate not only to students’ own developing understanding of academic Discourse but also to their awareness of themselves as apprentices of it. † (Neville, 1997, p. 40) It is through this that the author mentioned the factors of truly understanding the nature of reading and writing among students that impedes such process. â€Å"For many students, difficulties with academic literacy most immediately concern the actual process of reading or writing rather than what is finally produced. † (Neville, 1997, p. 40) It is through these issues that both the content and final product outputs are compromised. It is through this that he highlights the different facets both in reading and writing that seems to be problematic. With this, he interpreted the understanding of academic culture as a means of addressing such deficiency in writing skills. â€Å"Academic culture is concerned with the development and communication of knowledge, and academic writing has evolved to meet the needs of culture. † (Neville, 1997, p. 41) On the other hand, in relation with reading, the author argued that there needs to be better insights on how reading should be among students. â€Å"They must themselves become academic readers, and so treat reading not as mere preparation for writing – productive, but passive and safe – but critical and active process itself. † (Neville, 1997, p. 41) In the end, Neville argued that students – if such actions continue to be present within the educational system, may experience difficulties coping with these standards. â€Å"It is time for academic literacy, literacy at the tertiary level, to take a legitimate place on the political and educational agenda. † (Neville, 1997, p. 49) Reference: Burke, D. J. (1995) ‘Connecting Content and Motivation: Education’s Missing Link’ in Peabody Journal of Education. 70 no. 2 Retrieved March 24, 2008. pp. 66-81 Establishing the need for educational motivation within the content of teaching is what Burke emphasizes in the article. He sees the foundation of learning to be linking and finding the gap between content within the curriculum and motivation for both students and teachers. After which he pointed out the problem concerning the presumption that content and motivation should be treated separately. â€Å"Unfortunately for students and teachers, perhaps equally so for learning, until separate and unequal treatment of the content-motivation relationship is replaced by their colligation, academic achievement should not be expected to rise significantly† (Burke, 1995, p. 70) After such analysis and explanation of the problem, he then pursues the importance of motivation in educational institutions. â€Å"Motivation is always in ‘potential form’ until it impels or ignites activity. † (Burke, 1995, p. 70) He highlights the importance of putting motivation hand-in-hand with content so as to create a foundation of a deeper understanding of the curriculum imparted to students. Through this, Burke dwells into the issue of motivation by dwelling on its relevance to psychology particularly among students. â€Å"The successful teacher, in order to facilitate the connection between motivation and content, will be better-served by an outward sensitivity to psychological factors including learner need identification, be it social, physical, emotional, or intellectual. † (Burke, 1995, p. 70) With this, the article pointed out the responsibility of the educator to formally create mechanisms and practices that will promote and uplift motivation among students. This can be done by creating facilitation techniques and skills that will test and create an environment for motivation. â€Å"A variety of learning activities, specific content objectives, and wide-ranging instructional techniques should be designed for every learning experience. † (Burke, 1995, p. 70) Reference: Bringle, R. G. and Hatcher, J. A. (1996) ‘Implementing Service Learning in Higher Education’ in The Journal of Higher Education. 67 no. 2. Ohio State University Press. pp. 221-239. Incorporating service learning within the realm of higher education is the main argument proposed by both Bringle and Hatcher. They emphasized its relative importance not only to the social development of students. But on the other hand, it seeks to promote a holistic experience to educators and students. â€Å"We view service learning as credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. † (Bringle and Hatcher, 1996, p. 222) Learning for them, must be understood not only as a activity and action that revolves around the confinement of the classroom, but also on other facets. With this, the article provided methods and practices that can create service learning within the branch of higher education. Both authors provided a model (CAPSL) that seeks to address the initial program on hand. They proposed different schemes starting from the initial planning stage towards the completion of the overall program. It is through this that they adhere the relative importance of universities. â€Å"The university, as an institution, can be both the means of and the object of data collection that monitors program development, evaluates institutional outcomes, and publishes the results of this research in professional journals. † (Bringle and Hatcher, 1996, p. 227) By creating a collaborative effort for all actors within the academe and educational sector, the program and dynamics can itself create awareness, practice and mechanism for change. â€Å"The CAPSL provides a heuristic for guiding the development of a service learning programs in higher education. † (Bringle and Hatcher, 1996, p. 236) References Bringle, R. G. and Hatcher, J. A. (1996) ‘Implementing Service Learning in Higher Education’ in The Journal of Higher Education. 67 no. 2. Ohio State University Press. pp. 221-239. Burke, D. J. (1995) ‘Connecting Content and Motivation: Education’s Missing Link’ in Peabody Journal of Education. 70 no. 2 Retrieved March 24, 2008. pp. 66-81 Nevile, M. (1996) ‘Literacy culture shock: Developing academic literacy at University in Copyright Agency Limited. 19 no. 1 Retrieved March 24, 2008. pp. 38-51

Through Love and War: The Korean War Story Essay -- Society Fashion Es

Through Love and War: The Korean War Story Freddie’s Market during the early 1950s would be the host of much gossip and change. The Corsica Cafà © would lend itself to long political debates and chats over coffee. Meanwhile, the Korean War would be blasting through the decade of the 1950s. The fashions, the fads, the prices, the music, the art, and the infamous Korean War tell the story of the decade we call the fabulous fifties. â€Å"I remember working at Freddie’s Market in Corsica, SD. I would sack candy, and do other sorts of jobs to earn a little money to live on. I recall that I made one hundred and fifty dollars a month, and worked every day for at least eight hours,† (â€Å"Van Zee†). This is a memory my grandma has shared about work throughout the 50s. She did not make a lot by our standards today, but it proves that people who lived during this period of time worked hard to make a living. Working in a supermarket was just one of the many ways people in a small town earned money to get by, while fighting a war overseas. Over the years, as with everything else, fashions changed. During the 1950s, women wore high heels and cotton dresses, while men wore knit pants and cotton tops. People made a lot of their own clothing and would make a lot for their children also. My grandma recalls making and wearing circular skirts, which form a circle when laid out flat (â€Å"Van Zee†) . Along with clothing, jewelry has also changed. During the 1950s it was common to see ladies wearing clip-on earrings if they did not have pierced ears. Nowadays, adults, as well as children, have pierced ears. This proves that technology and customs have changed throughout the years. Style not only changed in the clothing category, but it also changed in t... ...o see his son. Life would eventually return to normal although everything abnormal, like the war, would be forgotten. The fifties, a time of fads, fashions, and a forgotten war, will always stand out as a pivotal point in American history. The cars of the fifties rolled in and out of view, the inflation rates grew, and the minimum wage would be raised. Certain pieces of music would yet be passed on through time. Although one major event, The Korean War, would be considered forgotten, sandwiched in between the events of history. Works Cited Dowd, Alan W. (2000, September). As It Happened. The American Legion, 66-69. Sauter, Jack. (2000, September). Why Korea Was Forgotten. The America Legion, 8-11. Young, Steve. (2002, May 26). A Soldier’s Solemn Homecoming. The Argus Leader, pgs. 1A-4A. Van Zee, Mary Ann. (2004, March 17). Personal Interview.

Macbeth Relationship Analysis Essay -- essays research papers

MACBETH RELATIONSHIP ANALYSIS I found the relationship between Macbeth and Lady Macbeth very interesting in the play. In Act I they are completely devoted to each other. Love, respect and trust are the contents of their relationship. The trust in the relationship is revealed right at the beginning when Macbeth sends his wife a letter telling her about the witches and the predictions “This have I thought good to deliver to thee, my dearest partner of greatness, that thee mightst not lose the dues of rejoicing by being ignorant of what greatness is promised thee.'; (I, v, 10-13). The affection between the two is clearly shown when Macbeth salutes his wife with “My dearest love'; (I, v, 58) and also on the letter where he says “…my dearest partner of greatness…'; (I, v, 11). The respect comes when Macbeth listens to his wife, which talks about the murder. He respects her opinion and gives her a polite answer “We will speak further.'; (I, v, 71). In Act I, ii we see that King Duncan considers Macbeth a brave soldier and good man “O valiant cousin, worthy gentleman!'; (King Duncan, I, ii, 24). This can be considered a weakness or, perhaps, strength in the relationship, it depends on the point of view. It is a weakness if we analyze Macbeth’s side. He is “…too full o’ the milk of human kindness…that wouldst thou holily; wouldst not play false…'; (I, v, 16 & 21). It is strength if we analyze Lady Macbeth’s side. She has a very strong nature and knows Macbeth’s weak points, therefore manipulating and controlling the relationship. She uses of a great argument in Act I, vii accusing Macbeth for not having the courage to do what he wants “Wouldst thou have that which steem’ st the ornament of life, and live a coward in thine own steem, letting “I dare not'; wait upon “I would';, like the poor cat i’ th’ adage?'; (I, vii, 43-46). Her feelings are so strong that Macbeth gives in completely. She is very ambitious, not only for herself but also for Macbeth “Glamis thou art, and Cawdor, and shalt be what thou art promised.'; (I, v, 15-16). She has such a determination to get for Macbeth what he wants “Only look up clear. To alter favor ev... ...V, v, 17-18). Macbeth fights and dies bravely, for it was his nemesis have his head shopped off by a man not born of woman “Behold where stands th’ usurper’s cursed head. The time is free';(Macduff, V, viii, 54-55). Their characteristics showed how they completed each other, so the relationship was stable. For Macbeth was weak and needed a woman with great determination and strength, such as Lady Macbeth, to support him and make him goes forward on his plans. We also can see how the relationship fell apart according to the sequence of events, which lead them to “switch positions';, he became strong and she became weak, and how they died for the bad they’ve done. “What’s more to do which would be planted newly with the time, as calling home our exiled friends abroad that fled the snares of watchful tyranny, producing forth the cruel ministers of this dead butcher and his fiendlike queen—who, as ‘tis thought, by self and violent hands took off her life—this, and what needful else that calls upon us, by the grace of Grace we will perform in measure, time and place.'; (Malcolm, 65-74)

Christopher Columbus Hero or Villan

Aysha Imtiaz Should a man whose actions created a wave of genocide and killed thousands of innocent natives be considered a hero? Christopher Columbus found the Americas, but today he takes credit for discovering a new world. Native Americans had been living in civilizations across North and South America long before Columbus had â€Å"discovered† it. This journey has now ruined many of those cultivations as well as the citizens. With his expedition, he exposed countries to new disease and violence. His greed led him to deprive America of its natives and its resources.Thirdly, he also introduced Native Americans to slavery. These horrible monstrosities should be added to Columbus's reputation, which shows him to be a villain in American history. Christopher Columbus had evil intentions from the start of his voyage when he promised to repay Ferdinand, Spanish monarch and founder of Columbus's travels, with gold, spice, and other resources. When he first arrived in what he thoug ht was Asia, he quickly gathered the natives and introduced them to slavery. What he did was wrong and he shouldn’t be celebrated.Firstly, with his expedition he exposed countries to new disease and violence. Christopher Columbus brought explorers who had disease. This caused the Native Americans to get diseases as well. He was very violent and treated them in a cruel way. The poor Native Americans were trying to share their land and Columbus didn’t want to share even though it wasn’t his land. Whatever he did was wrong, and I feel ashamed that we celebrate a person who did nothing but torture people. We should be thankful to the Native Americans for finding America and proving to be very good people unlike Christopher Columbus.Secondly, Christopher Columbus‘s greed led him to deprive America of its natives and resources. Columbus deprived the Native Americans of everything they had. He took away their land and their crops. The Native Americans showed ever ything they knew about their advice. But Christopher Columbus uses them and took away their land. He killed them and literally kicked them out of their land. The Native Americans tried to retrieve what was rightfully theirs but Columbus had too much power. He was impossible to defeat.This left them no choice but to give away their land to Christopher Columbus. Thirdly, he also introduced slavery to the Native Americans. The Native Americans worked for nobody. But ever since Christopher Columbus came to their land they knew the feeling of working with no pay. They were treated unfairly and were beaten up if they did their work incorrectly. The Native Americans had to go through so much. They were punished unnecessarily and treated like humans. We all see Christopher Columbus as a hero but he is no one other than a villain.This information has taught me that Christopher Columbus was a horrible person people like him take credit for things they haven’t done. He brought disease a nd violence to the new land. Secondly, his greed left Native Americans with nothing. He even introduced slavery to them. In my eyes Christopher is nothing but a villain, because jealousy, greed and envy won’t get you very far in life, because you’ll always discontent and unhappy about yourself, your life and the people around you. If Columbus thought about that in 1492. Maybe the Native Americans wouldn’t have gone through all that torture.

Critical Essay of Mark Twain’s “The Damned Human Race”

Mark Twain, through a heavy dose of satire, irony, and a not-so-subtle attempt at the scientific method, provides readers with an effective, but flawed, argument as to why humans are the lowest of animals in his essay The Damned Human Race. While the essay is successful in providing facts that support Twain's claim of humans have descended from animals, and not the other way around, his bias and pessimism towards the human race in general strongly emanates from the essay, and he does not provide any opportunity for the reader to gather any evidence to the contrary of his beliefs, further limiting the legitimacy of his argument.Twain provides several sound reasons for stating that humans are worse than animals, all conveyed in an effective manner. He makes simple and definitive statements which are generally believed to be true of humans and not animals, and elaborates on these statements to pinpoint just what is wrong with human beings. For example, Twain states â€Å"Man is the onl y Patriot† (Twain). While most believe this to be a positive trait of humans, Twain immediately follows this statement by stating that humans are the only species to kill one another for their countries, writing: Man is the only Patriot.He sets himself apart in his own country, under his own flag, and sneers at the other nations, and keeps multitudinous uniformed assassins on hand at heavy expense to grab slices of other people’s countries, and keep them from grabbing slices of his. And in the intervals between campaigns he washes the blood off his hands and works for the universal brotherhood of man, with his mouth.(Twain) Twain goes to on to point out that humans are the only species that take slaves, are the only species to take more than they need, and the only species that claim religions, and provides specific examples of different types of animals behaving differently in this regard (Twain). His points are effective arguments because he uses facts and strong lang uage to solidify each point that he makes, and does so in a way that leaves little for argument.While the points that Mark Twain makes in his essay are for all intents and purposes true, and he conveys his beliefs in a very effective manner, the essay as a whole is not a successful argument, largely because he primarily uses only one of the three main means of persuasion. Twain provides facts throughout his essay that are generally hard to argue with in regards to the bad things that humans are capable of that animals are not, but does not use emotion to trigger a response from the reader.This could be by design because of his use of heavy satire, and the fact that this was written in a scientific manner rather, which generally are written to not contain the author's emotions. There is a clear lack of ethical appeal, or ethos, in Twain's essay because of the fact that he is writing this in an official scientific capacity, though he is clearly not a scientist. He also does not provid e information that may contradict his beliefs, which prohibits the reader from gathering opposing views of the story.Twain could have easily provided facts and arguments that point out the good things that human beings are capable of that animals are not, such as charities, social welfare programs, and medical care. With that said, The Damned Human Race is an essay containing heavy satire, something that Twain makes apparent almost immediately by stating â€Å"I have not guessed or speculated or conjectured, but have used what is commonly called the scientific method† (Twain).By the time that this essay was published in 1905, Twain was an established as a well-known author, known for his humor and famous works rather than scientific prowess. Also, at this point in his life, Twain was also very open about his overall disdain for the human race in general, perhaps due to circumstances regarding his family and life experiences, though it has been debated that Twain had no more o f a troubled life than most normal people (Byrne 19).All of these things prohibit his essay from being considered a legitimate argument, and points to it being more a rant by the author, however effective it may be. While Mark Twain provides many solid facts about the human race that are true and should be noted by the reader, the heavy doses of clear bias and satire overwhelm any legitimacy the essay could possibly carry. It is also difficult to ignore the cynicism throughout the piece, even in the last line when Twain is describing the human races declension from animals, stating, â€Å"Below us, nothing† (Twain).

Analysis of graphs and data Essay

After conducting some research I have found that 67% of heathers target market would buy their jewellery from a shop this is because people feel more comfortable with actually being able to see what they are buying instead of an image on a website which could have been manipulated to appear more attractive. One disadvantage of using a shop would be that it is difficult to see all the jewellery and can be tiring. The remaining 33% said that they would purchase their jewellery online because it is often cheaper, easier to browse and offers a wider range of goods than that of a shop. We have to remember that heathers target market is the teenage fashion market and if they are purchasing the jewellery themselves they will not be able to buy online because they would not have a credit card. My research showed that buying jewellery from a market stall is very un-popular I think this is because people feel there is a lack of quality from products sold on market stalls. One advantage of distributing through a market stall is that people would already expect budget priced jewellery and would be in the correct place for your target market to find it. However going for a market stall would not be a good idea as the primary research has shown there will be very little customers. The results of my questionnaire have shown that most people spend about i 21-i 30 when shopping for jewellery therefore we know that our jewellery should be priced in and below this class interval. Larger jewellery stores operate their business through shops and open more branches in different areas as their business develops. If you look at the major names in the jewellery market such as Argos, H. samuels and Goldsmiths you will see that they all use both the internet and a shop. Most large jewellery stores use distribution method 2 which is producer-retailer-consumer. Low budget shops also use this method. However, larger stores also use distribution method 1 which is producer-consumer using there websites however lower budget stores are not popular enough to make a lot of money online so just use distribution methods 2 and 3.

Community Assessment Research Paper Example | Topics and Well Written Essays - 3250 words

Community Assessment - Research Paper Example v. Health Promotional activities undertaken in recent months vi. Whether the quality of health services is good vii. What are the major health problems viii. How many care takers are employed in the township ix. What is the level of depression x. How often the family members visit Senior Citizens xi. Whether the residents are emotionally happy xii. Which are the activities undertaken to keep them physically and emotionally happy 2. Nutritional Metabolic Pattern : (Survey dated 04.09.2007) The aim of this study was to find characteristic differences between nutritional habits of elderly people living in South Towne Ranch Retirement living . Method: 266 elderly people (109 men >65 years, and 157 women >60 years) were consecutively selected and questioned about eating habits , lifestyle and food frequency . Medical check-up, and laboratory tests were also performed. i. Whether the elderly people are well nourished ii. What are the nutritional habits of Senior Citizens iii. What is the average food purchased by each Senior Citizen iv. Whether the food stores are available nearby v. What are the food preferences among men and women living in this township vi. What is the average water consumption of each Senior Citizen vii. Whether water supply is adequate viii. What is the average weight of people living in this township ix. How many of them are obese 3. Elimination Pattern (Survey dated 05.09.2007) The purpose of this study was to evaluate the environmental health of South Towne Ranch township . The survey included healthy elderly members . Survey : i. Whether the Air is pollution free ii. What is the percentage of Carbon Dioxide in the Air iii. Whether the environment is...Major highways and shopping are right around the block. South Towne mall, Utah's largest shopping destination, with two levels of over 150 specialty shops and restaurants is only a half-mile away! Several 18 hole championship golf courses are nearby as well, including a number of signature courses designed by professionals. Some of the top skiing resorts in the nation, Snow Bird, Alta, Brighton, Solitude - are each only 45 minutes away. This location is also only an hour and a half from Park City - where the 2002 Winter Olympics were held ! The purpose of this survey was to describe the health status of the elderly in South Towne Ranch Retirement living .The participants were asked to rate their health. About 10.5% of the sample perceived that their health was excellent, 63.6% good, while 26% believed that their health was poor.When asked to compare their health to other people,51.7% believed their health was similar to others, 22.6% considered it to be better than others, 18.3% considered their health worse than others and 7.4% could not say. Method: 266 elderly people (109 men >65 years, and 157 women >60 years) were consecutively selected and questioned about eating habits , lifestyle and food frequency . Medical check-up, and laboratory tests were also performed. The survey was conducted among people aged between 60 to 85 to understand the sleeping habits and problems among th

Film Treatment Essay Example | Topics and Well Written Essays - 1250 words

Film Treatment - Essay Example Carolina seems to project the view that men can easily make advances to women that have received their olive branch. Since she is a newly married couple, she spends lavish lifestyle as they walk in the beach; however, she seems to be hiding her feelings about the fear she has against her fellow women that she has thought would backbite. Caroline exits the first scene leaving the viewer gauzing about events that would proceed. Act Two Carolina’s marriage is at stake owing to the fact that she is not comfortable with the lifestyle at the beach. Arguably, the beach has varied scenes ranging scenes that would attract one person to the other and situations that are not compromising. Beach life seems attract couples that have just wed. The playwright seems to suggest that couples that get married prefer beach resorts for their good times. Since this is the preexisting case, Carolina’s pronounced jealousy is not out of hand, because she has the noble duty to protect her marria ge. Carolina’s actions display the woes of a woman in protecting the treasures of marriage. Men are figures in marriage, yet they can quit at anytime. Thus, fear of protecting the marriage is not a strange phenomenon, but an aspect the society should prepare to face. Some two beam bums Davies and Rambo enters this thereby helping in developing conflict in the play. The action of the beach bums is the centre of conflict in this scene. Caroline’s is a treasured woman. Her presence in the beach seems to have the source of Caroline’s worry. At some point the bride is seen walking alone, yet she should be in the company of the bridegroom. The scene leaves the viewer gauzing the affair between Caroline’s niece and her husband. When Carolina’s rescues her niece, things no longer seems to be the way the viewer anticipated. The dramatic twist illustrates the extent to which love for someone would lead to jealousy. While watching the unfolding of events in t he movie, one would ask the feelings of a partner against the other. Displaying affection in the public is an instrumental aspect that seems to influence the perception of any given couples. In most instances, the playwright displays the sunken feeling about love and fear. It appears that the author intended to disapprove the feelings about romantic lifestyle. The suspicion of Carolina leads to the conflict in the conflict. However, the nature of conflicts depends on the thematic concern intended in each scene. First, when Carolina’s husband settles on helping his wife relative, the burning beauty does not seem to appear. However, after establishing a conflict, Carolina does not walk free anymore, but uses all the available instances to monitor the possible deceptions in case the husband goes out of the marital bed. The second conflict is the choice of Carolina’s husband to find the beautiful young woman that he had saved from drowning. The character that Caroline†™s husband saved from water magnifies the bellowing fire that was burning inside Carolina. When women protect their territories, it is not surprising because the fear of losing the partner seems to be detrimental. In this sense, both Carolina engage in activities that would display social conflict, but measures the magnitude of such interference. This trend sustains the main theme of jealousy. Jealous persons may fail to display it openly, but would wreath in pain and anguish whenever their opponents make a move that would engage the two