The impact of social on the fashion luxury consumer Dissertation

The impact of social on the fashion luxury consumer - Dissertation Example tant Facts 32 Figure 7: Age 41 Figure 8: Nationality of the respondents 43 Figure 9: Hours spend on internet 44 Figure 10: Profile on social networks 46 Figure 11: Hours spend on social networks 47 Figure 12: media use to follow fashion trends 49 Figure 13: why you use social media network 51 Figure 14: How you feel about advertising on social media 53 Figure 15: have you ever purchased a product or service based on an advertisement on a social network 54 Figure 16: which of the social media technologies you use 55 Figure 17: how many twitter followers you have 58 Figure 18: how many people do you follow on twitter 59 Figure 19: do you use social media in an official business or professional capacity 61 Figure 20: Are you a member or fan of a brand page on facebook 62 CHAPTER #1: INTRODUCTION 1.1. Overview of the research study: It is believed that Egyptians were amongst the pioneers of using luxury fashion products, as their people especially elites were very much concerned about th e way they look, moreover prejudices system was very much practiced at that time. Prominent people in order to differentiate themselves with the masses used high quality products which were well crafted, and the materials used for making these products were of supreme quality. However with the passage of time various innovations came in this world. That has resulted in changing the perceptions and shape of this world. Luxury products which were initially confined or related with elites are now being used by masses because of affluence factor. At present luxury products are being used by different people around the world and luxury brands are searching for new ways in order to target consumers. It was industrialisation and later globalisation that has resulted in changing the shape of the... It is believed that Egyptians were amongst the pioneers of using luxury fashion products, as their people especially elites were very much concerned about the way they look, moreover prejudices system was very much practiced at that time. Prominent people in order to differentiate themselves with the masses used high quality products which were well crafted, and the materials used for making these products were of supreme quality. However with the passage of time various innovations came in this world. That has resulted in changing the perceptions and shape of this world. Luxury products which were initially confined or related with elites are now being used by masses because of affluence factor. At present luxury products are being used by different people around the world and luxury brands are searching for new ways in order to target consumers. It was industrialisation and later globalisation that has resulted in changing the shape of the globe. Things that took great amount of time in their makings are now made instantly. Various developments around the world were carried out with rapid speed. In the context of businesses these developments proved to be fruitful, as their products manufacturing showed enhancement and furthermore their reach to the market expanded from small cities or villages to the far flung areas of the world. Therefore businesses in order to expand and introduce their brands globally followed various styles and endorsed their products through advertisements and marketing using print media (newspapers, leaflets etc) electronic media (radio, T.V etc).

Reaction Paper on Vampires Essay Example for Free

Reaction Paper on Vampires Essay Vampire movies always have lots of fans, and of course, I’m a vampire film fan, too. In the past, vampires looked so scary: they were old, extremely ugly, knows nothing but killing†¦ Nowadays, however, people start to make vampires more â€Å"human†(and sometimes they are made even better than human beings): They are so good-looking they have breath-taking faces, they have sexy figures; they are immortal  they won’t die because they are too â€Å"old†, in other words, they are undead. They still looked young even thought they are hundreds years old; they have so many superpowers they read minds, they move as fast as wind, they are unbelievably strong. Now people even made vampires know more than just hunting like animals they know romance as well, they will fall in love with like human do†¦ I think this might be one of the reasons why people love vampire movies that much: because we find that our dreams (which can never come true in real life) come true in these movies. Reverse Psychology† is often used on children, through which parents let their children to do something by telling them †don’t do this. † This is because children are more likely to respond orders with reactance. In the movie â€Å"let the right one in†, when Eli and Oskar first met, Eli told Oskar â€Å"I can’t be your friend†. But obviously, Oskar didn’t have a clear desire to make friends with Eli. Eli started stating a negative in order to achieve her positive goal. And this is the use of reverse psychology. Based on the film notes, Eli’s intentions regard the function of Oskar is a replacement of Hakan. But even after reading the film notes, I still feel that Eli’s ultimate goal with Oskar is not just for finding someone to kill people and get blood for her. For me, Eli is just trying to have a friend who can keep her company. It’s easy to tell that Eli’s attitude towards Oskar is totally different from that to Hakan, she cares about Oskar (at least for me it is). At the beginning I thought Hakan is the father of Eli, but later on I found he’s more likely to be someone who helps Eli finding â€Å"food†. He might used to be Eli’s lover, but that’s just a guess, because there might be other reasons why he chose to take care of Eli. For example, he might be the one who cause Eli’s changing into a vampire, he feel guilty so that he chose to stay with her. According to the notes, at first Eli tried to sense Oskar as a potential serial killer, then she took control of Oskar’s self-image†¦Assume that Eli is a pedophile, she might keep Oskar, a young boy with her and replace Hakan, who’s no longer useful to her. In this film, the uncanny ability is shown to audiences over and over again, and it presents that love is just an excuse, which is used to disguise the subliminal reality of objectification and exploitation. By looking at the way Oskar dresses and behavior, we can tell that Oskar is an effeminate personality in this movie. I think that’s why the boys enjoy making fun of him. I thought that the reason why Oskar didn’t ever fight back is because he is so cowardice that he’s afraid that they might hit him harder if he fights back. But the note assumes that Oskar is actually sublimating his unconscious sexual attraction by allowing himself to be victimized. I think that because the group of bad boys always attacked Oskar and he couldn’t get any help from someone else, so he was mentally ill already. He had a strong desire of revenging but he didn’t have the â€Å"courage† to do so. He wants to kill people if it is allowed. Just because he knows that he cannot do it, he transferred his inner desire of killing to collecting the newspaper clippings on murder. I think his too cowardice. When I first watched this movie and saw Eli asked Oskar to teach her how to play the Rubrik’s cube, I didn’t think too much about this. But after reading the notes, it shows me that Rubrik’s cube might be one of the tools Eli use to achieve her subterfuge (which is to get close to Oskar). I think because Eli is a vampire who cannot live without drinking human’s blood, so it’s better for her to live in a lower class apartment so that she won’t catch people’s attention, otherwise she will get into trouble so easily. In a telling scene, we saw Eli’s naked groin with a horizontal suture, which means Eli was a boy but castrated by someone.

Free Euthanasia Essays: Assisted Suicide :: Free Euthanasia Essay

Assisted Suicide To sanction the taking of innocent human life is to contradict a primary purpose of law in an ordered society. A law or court decision allowing assisted suicide would demean the lives of vulnerable patients and expose them to exploitation by those who feel they are better off dead. Such a policy would corrupt the medical profession, whose ethical code calls on physicians to serve life and never to kill. The voiceless or marginalized in our society -- the poor, the frail elderly, racial minorities, millions of people who lack health insurance -- would be the first to feel pressure to die. What about competent, terminally ill people who say they really want assisted suicide? Suicidal wishes among the terminally ill are no less due to treatable depression than the same wishes among the able-bodied. When their pain, depression and other problems are addressed, there is generally no more talk of suicide. If we respond to a death wish in one group of people with counseling and suicide prevention, and respond to the same wish in another group by offering them lethal drugs, we have made our own tragic choice as a society that some people's lives are objectively not worth protecting. How does cost enter into this issue? In an era of cost control and managed care, patients with lingering illnesses may be branded an economic liability, and decisions to encourage death can be driven by cost. As Acting U.S. Solicitor General Walter Dellinger warned in urging the Supreme Court to uphold laws against assisted suicide: "The least costly treatment for any illness is lethal medication." Why are people with disabilities worried about assisted suicide? Â  Many people with disabilities have long experience with prejudicial attitudes on the part of able-bodied people, including physicians, who say they would "rather be dead than disabled." Such prejudices could easily lead families, physicians and society to encourage death for people who are depressed and emotionally vulnerable as they adjust to life with a serious illness or disability. To speak here of a "free choice" for suicide is a dangerously misguided abstraction. What is the view of the medical profession? The American Medical Association holds that "physician-assisted suicide is fundamentally incompatible with the physician's role as healer." The AMA, along with the American Nurses Association, American Psychiatric Association and dozens of other medical groups, has urged the Supreme Court to uphold laws against assisted suicide, arguing that the power to assist in taking patients' lives is "a power that most health care professionals do not want and could not control.

One-Sided Relationship Essay

In school there is always one kid that a person will hang out with, although that person does not want to be seen with him. They will only associate with that one person when they have no one else to hang out with or when they need something from them. It is evident through the novel The Kite Runner by Khaled Hosseini, that in a one-sided relationship there is always one person in a friendship who will unconditionally love the other person and one who will be willing to take advantage of the other. In the novel, Hassan will always do anything for Amir because he is a loyal and true friend. On the other hand, Amir only hangs out with Hassan when no one else wants to play with him. Amir does not notice how unfair his relationship with his best friend is until he brutally watches Hassan get raped in the alley by Assef. Through the actions of Hassan and Amir, it is evident that a one-sided relationship will not work out because there will always be jealousy, lies, and shame to deal with. Evidently, Amir and Hassan’s friendship is unhealthy because Amir is afraid to consider Hassan a true friend. He is afraid to consider Hassan a true friend because he feels shame in being the only Pashtun child playing with a Hazara boy because Hazaras are of a lower class. Amir is struck by the words Assef says to him, â€Å"How can you talk to him, play with him, let him touch you? How can you call him your friend? If idiots like you and your father didn’t take these people in, we’d be rid of them by now† (Hosseini 41). It is at this point that Amir truly considers his relationship with Hassan. He wonders why he only plays with Hassan when no one else is around and why when other kids come over they never include Hassan in any games. This is the point where their relationship begins to struggle because Amir cannot distinguish if Hassan is a friend or a servant to him. Additionally, Amir tests Hassan’s loyalty to prove that he is a true friend to h im. One of the ways in which he tests his loyalty is by asking, â€Å"Would you eat dirt if I told you to?† (54). Out of shame, Amir asks Hassan this question because he wants to see if he would be willing to do anything for him. Amir constantly  looks to test his loyalty with questions like this one because Amir wants Hassan to say no in order to make himself feel better. He feels that if Hassan will not do one thing he asks, then it will make his doubts about his relationship feel better and not as one-sided. It is utterly clear that the boys’ relationship is unhealthy because Amir is always trying to test Hassan’s loyalty because he has developed too much shame in the way he treats Hassan to consider him a true friend. Furthermore, the relationship between Hassan and Amir is unhealthy because Amir has too much jealousy built up. Amir is jealous of Hassan because he has the attributes and talents that he wishes he had instead of his own. Amir is jealous of Hassan because he heard Baba exclaim, â€Å"I see how they push Amir around, take his toys from him, give him a shove here, a whack there. And, you know, he never fights back. Never† (22). Amir was offended when he heard his own father say this because at this moment he knew his father wished he was like Hassan. He learned that his father wished he was more athletic and did not read books all the time. Learning of this made him very jealous of Hassan because he had all of these features and was considered golden in the eyes of Baba. Additionally, Amir resents Hassan because he has always received attention from Baba and was treated like his favorite son. Amir is jealous of Hassan because he got a very thoughtful and loving birthday present: a doctor to fix his hairline lip. Amir does not understand why his father gave such a huge gift to Hassan because he had never received such a loving gift. Amir acknowledges the fact the he normally only receives a toy or little object from Baba and cannot comprehend the fact that his father put so much effort into Hassan’s gift. This makes Amir very jealous of Hassan because he yet again stole the attention from Baba. Overall the relationship of Amir and Hassan is very detrimental because Amir resents Hassan for having many of the things that he wishes he could obtain. Amir wishes he were more athletic and strong so that he could be the golden child in Baba’s eyes. Finally, the one-sided relationship comes to an end due to the fact that it cannot survive when too much hatred and lies have built up. One of the main reasons the relationship between Hassan and Amir failed was the fact that  Amir enabled Hassan to get raped. Before being raped by Assef, Assef blurted, â€Å"You’re nothing more but an ugly pet. Something he can play with when he is bored, something he can kick around when he is angry. Don’t ever fool yourself and think you’re something more† (72). After the rape, these words that were said stuck to both Hassan and to Amir who stood by aimlessly watching him get raped. Both boys knew that if it was the other way around, Hassan would have jumped in and tried to prevent the rape from happening. However, in reality, Amir was the reason their relationship came to an end because he simply just did not have love for Hassan the same way he was loved back. Moreover their relationship could no longer work after t he rape because Amir could not stand to look at Hassan’s face everyday and tell lies about what had happened that day in the alley. Amir tried to deal with this trouble by trying to get Baba to kick Hassan and his father out of his house. For example, Amir stuck his watch and birthday money under Hassan’s mattress so that Baba would get furious and kick them out of his house. However, Amir’s plans always backfired on him, which resulted in him having to live with more lies building up. Their relationship came crashing down hard after the rape because Hassan woke up from his little fantasy and learned how good of a friend Amir was to him. He came to realize that he would always love Amir, and in return it would take years before Amir would love him the way that he did. Overall the relationship of Amir and Hassan came to an end because Hassan’s eyes were opened and they could no longer live with such huge lies in their lives. Due to the fact that there will always be lies, shame, and jealousy to deal with in a relationship, it is obvious that a one-sided relationship will never work out for the best. The relationship of Amir and Hassan never worked out well because Amir was afraid to consider Hassan a true friend. He was only the person who was there for him when he needed it the most and no one else was there to play with. Also the relationship never worked out because Amir built up too much jealousy towards Hassan. Amir could not stand the fact that Hassan was the golden boy in his father’s eyes. He always wanted to be that boy, and came to realize he would never be because Hassan was perfect from his father’s point of view. Ultimately, their relationship came to an end because Amir let Hassan get raped, while he watched it all  happen and took no actions to prevent it. This led to too many lies and too big of a burden for Amir to live with. This caused him to build up hatred, which even tually made Hassan and his father leave his house. Clearly, the relationship could not work out because Amir could not love Hassan for who he was. People need to take this example of Amir and Hassan and apply it to their own lives. They need to realize that they cannot and should not take advantage of a friend or a person because it will result in a failed relationship and hatred will most likely arrive. Thus people need to be more considerate and caring to the people they live and socialize with in their daily lives.

The Glass Menagerie: What Sort Of Atmosphere Is Created and How Is It Achieved In The Opening Three Scenes

There are many factors which can contribute to the pervading atmosphere of any play. But in this play there are peculiar, original ways in which Williams's goes about this. The Glass Menagerie would seem like a harder play to create a dense atmosphere for because of the small amount of characters and the only one setting. A major difference in this play is evident directly from the beginning. This is the narration that the audience is given by one of the main characters, Tom. It is strange because once his narration is given, Tom jumps directly into the dialogue. This resembles very much a film, because with camera and voice over techniques the narration is made a lot easier. We also know that Williams started by writing screenplays and so this use of Tom would have come from his Hollywood experiences. The mood created by Tom is ambiguous and it depends on the reader. The social history which is described by Tom, â€Å"†¦ the huge matriculating in a school for the blind†¦ is in the negative while the vivid description of the play is written in a very melancholy but interesting tone, â€Å"†¦ it is sentimental†¦ † Williams gives very strict stage directions and this can only contribute to the atmosphere, even without lines being read. â€Å"Atmospheric touches and subtleties of direction play a large part†¦ † the opening description of the set and how it should be set out is one of the largest factors of atmosphere. Williams uses words and phrases such as â€Å"dark, grim rear wall†¦ † and â€Å"murky canyons of tangled†¦ inister lattice work†¦ † With directions like this, the modern director is obviously going to create a almost gothic picture of scary darkness, and it is because of these directions that atmosphere is formulated so easily. The fact that this is â€Å"a memory play† automatically gives atmosphere to the audience. Even Williams himself tells us that â€Å"this play can be presented with unusual freedom from convention† is allowing the director to cut the strings a little and maybe take the play into areas which might have a greater effect on the audience. A good example of this is found in the directions also, â€Å"memory is seated predominately within the heart. † The immotive and exaggerated nature of the play will no doubt transfer to the atmosphere. The use of the screen is also a large part of the atmosphere. It is a very unusual device and it is obvious that because of his film experience Williams has included the screen. So he is capable in some ways of being able to manipulate the play in similar ways to a film. For example, a film can suddenly cut to a completely different place, with different characters. The screen allows extra freedom with emotions. It also compliments very well the â€Å"memory† aspect of the play in which actions or scenery can be unnatural. It can be said that the screen has a symbiotic relationship with the memory, we know as humans that memory is not straightforward and direct, and that the mind can paint wonderful pictures. It is this sense of mind, which the screen adds to the atmosphere.

Catherin the great essays

Catherin the great essays History 120, Section 4 Russell Smith One of the most interesting, hard-working and powerful people to grace the pages of history during the eighteenth century was Catherine II, Empress of Russia. Historians have not always been so kind to her memory, and all too often one reads accounts of her private life, ignoring her many achievements. The stories of her love affairs have been overly misinterpreted and can be traced to a handful of French writers in the years immediately after Catherine's death, when Republican France was fighting for its life against a coalition that included Russia. Catherine was born Sophia Augusta Frederika of Anhalt-Zerbst on April 21, 1729 in Stettin, then Germany, now Poland. Her father, Prince Christian Augustus of Anhalt-Zerbst, was a high-ranking officer in the Prussian Army and a minor prince among the principalities in Germany. He married the much younger Princess Johanna of Holstein-Gottorp. Years before, Johanna's brother Karl August of Holstein-Gottorp had gone to Russia to marry the Princess Elizabeth Petrovna. However the Prince died of small pox, leaving Elizabeth heart-broken. Elizabeth's sister, Anna gave birth to a son named Peter Ulrich, however tragedy once again struck as Anna's died of tuberculosis three months after giving birth to Peter. Peter, who eventually became Tsar Peter III, was the only surviving male descendent and the potentially heir to the throne of Russia after his father died. In November 1741, Elizabeth seized the throne with the help of the Imperial Guards, and formally declared her nephew Peter heir to the throne. Peter was now 14 years old, and it was time for him to find a bride. Elizabeth had always remembered the family of her dead fiance with fondness, and chose Sophie as the bride to be. The Empress Elizabeth seemed to have taken an instant liking to Sophie at an early age. Sophie began to learn the Russian language and ...

The Wounded Warrior Project Essays

The Wounded Warrior Project Essays The Wounded Warrior Project Paper The Wounded Warrior Project Paper The Wounded Warrior Project The Wounded Warrior Project (WAP) was started in 2003 in Ranked Virginia by John Amelia. During Johns tour his Marine Corps helicopter crashed killing four and injuring 14 more including himself. His experience coming home opened up many gaps in service delivery to wounded military members. To help fill in these gaps John created WAP in his basement with 50 dollars. Today WAP is one of the nations most recognized and fastest growing veteran service charities. Amelia brought together a group of people and raised $5,000. With that money they put together backpacks filled with comfort items (underwear, socks, calling cards, a CD player, t-shirt, and a pair of socks). For John it was easy to decide what to put in the backpacks because it is all the stuff he wanted when he returned home. In an article written by John he explains how the backpacks were a hit When I delivered those backpacks, they just caught on like wildfire, and got a call three or four days later from a guy at Bethesda and Walter Reed and he said, Can you get me any more of those? (Amelia n. P). The backpacks handed out by John and the WAP brought great success. John goes onto say how the backpacks was the major stepping stone to push WAP to the next level it just turned into so much more because every time we went there, warriors were inspired by stories that told them about other wounded veterans (Amelia n. P). Just like any other charity, the Wounded Warrior Project is to give help and bring awareness to people in need. In Wops 2012 annual report they state their purpose To raise awareness and enlist the publics aid for the needs of injured service members; to help injured servicemen and women aid and assist each other; and to provide unique, direct programs and services to meet their needs (WAP 2012, p. 6). The Wounded Warrior Project focuses its programs under four categories, mind, body, economic empowerment, and engagement. Mind programs include Project Odyssey and Restore Warriors, which help soldiers readjust into civilian life. The main body program is Soldier Ride, which helps maximize rehabilitation so soldiers can return to their normal lives faster. Economic Empowerment allows wounded warriors to pursue their economic goals by providing higher education programs and information technology training. Last but not least the Engagement programs are focused on keeping the wounded warriors involved with the charity. All of the programs outlined above can be found and explained in greater depth at www. Underproductions. Org/programs. Since Wounded Warrior Project was founded in 2003 their finances have grown at an exponential rate. In Wops 2013 annual report on page 28 lies the financial report. Outlined where assets accumulated to $1 77,862,039 and the total liabilities and net assets equaled to SSL 911 Thats an imaginable jump from $5,000 dollars just ten years earlier. With everything that WAP has accomplished and all the money raised there of course will be doubts. An article written by Tim Make goes in depth about some veterans feeling like Wounded Warrior Project is too concerned with raising money, then with actually helping the veterans. An interview held by Make and an unnamed veteran brings some light on this topic Theyre more worried about putting their label on everything than getting down to brass tacks. Its really frustrating (Make n. P). The veteran then goes on to say that he has never oaten any real help from WAP, only a backpack with razors, shaving cream, and socks. This makes you wonder, with all of the money raised by WAP, why did this veteran get so little and no real help? There are many ways for someone to help add donations to the Wounded Warrior Project. For me the most successful would be to organize a state wide run through a major city (Detroit). To enter in this run you will have to donate at least $10 to WAP. I feel like a running event would be optimal due to the previous success of other organizations using fundraisers that are similar.

School Visits A Librarians Perspective

School Visits A Librarians Perspective My high school usually welcomes two authors every year. They come at the request of the language departments. Everything is planned between the teachers and the authors, and I have nothing to do except making sure the library is available on the scheduled dates – at least in theory. Surprises always pop up minutes before the presentation is due to start. One author might suddenly request a white board and markers, another a projector, sometimes all three. Ive learned to be ready for anything, but what if I – superior librarian that I am – had not been there to save the day? In all instances, these near setbacks could easily have been avoided with simple communication. Heres a little insider tip: Schools are not the most proficient at passing along information. First, find out where your presentation will take place – library, classroom, auditorium, gym? If your presentation will be held in the library, ask for the name of the librarian. Then tell her what youll need ahead of time: white board, screen and projector, audio, etc. Do you want the chairs set up in a semicircle facing you? If its a hands-on workshop, will the participants need tables to work on? Dont skip this step even if the teacher or whichever staff member youve been communicating with knows all the details. Although the information might reach the librarian, it could do so at too short notice to do much good. Heres another insider tip: Schools can take an amazingly long time to get stuff done. This is due in large part because most things need the approval of several people or committees before they can get under way. And as all these dedicated people have a lot on their plate, the process is slowed even more. So make sure you start the ball rolling way ahead of your scheduled visit. If your presentation is to take place in another part of the school, ask whether the school has a library and who is responsible for purchasing books. Get in touch and say hello. Why? Simply because the library staff may not be aware of your coming at all! If your presentation catches the students interest, theyll likely ask the librarian to order your books. Make it easy for her. Send her a list of your published titles along with the age group and reading level of each. None of the presenters have done this for me yet, which is a huge oversight. Librarians are busy people. Dont assume they have nothing better to do than look you up, or that theyll remember to do so once the dust has settled and youre long gone. At my school, I oversee every aspect of the library including selecting and buying the books that end up on the shelves. Like most school libraries, my budget is modest so be aware that Im the one you need to impress if your books are to make it on my limited to-buy list. Finally, to generate extra publicity and sales, give the librarian lots of bookmarks. Kids love them and my supplies always need replenishing. Its a great way to reach out to readers, no matter what they happen to be reading as well as making a lasting impression both on the students and librarian!

American Stories, 3rd edition Assignment Example | Topics and Well Written Essays - 500 words

American Stories, 3rd edition - Assignment Example The Virginia Company founded Jamestown, the first English colony in North America, after receiving a charter from King James I in 1606. The settlers established the colony predominantly for economic reasons. On the contrary, religious separatists seeking autonomy from the Church of England founded Plymouth Colony. On the other hand,  Massachusetts Bay Colony  began as a commercial adventure in 1630. It  became home to many Puritans who abandoned England due to persecution from the Crown and the Anglican Church.1 Most people wanted to break free from the oppression of the Catholic and the Anglican Church. They desired to worship God in the way they found legitimate. The Puritans believed that the Anglican Church of England resembled the Catholic Church, hence wanted to purify it2. The Puritans were intolerant to those who refused their beliefs. On the contrary, the separatists  wanted to separate from the Anglican Church altogether. The religious differences thus caused them to diverge into different colonies. The initial settlers suffered from malaria and other diseases since it was founded near swampland. They also experienced internal strife and starvation. They relied heavily on supplies from the mother nation and  assistance  from Native Americans. Although its economy stabilized upon the successful cultivation of tobacco, it was destroyed during Bacon’s Rebellion of 1698. It had to struggle to rise again. Initially, Carolina colony was reminiscent of feudal kingdoms. Over time, it was popular for religious and political freedom. However, slavery was introduced since the proprietors had investments in the slave trade. While the labor forces of other colonies had indentured servants, the Carolinas embraced slavery. The Gullah people came about because of the transatlantic slave trade of the 17th and 18th centuries. They are descendants of the slaves from Sierra Leone, who worked on rice plantations in Georgia and South Carolina. They live in

Egalite for all toussaint louverture and the haitian revolution Movie Review

Egalite for all toussaint louverture and the haitian revolution summary - Movie Review Example The movie describes the role of different leaders and men who fought in the period of 13 years to gain independence and among them the great Toussaint Louverture who led from the front this revolt and brought independence to his country and people. The portrayal of the struggles of the Africans under the rule of French and Spanish as well as the Americans cannot get any better than this. Also, the facts from history are portrayed and described with precision in the movie which shows the hardwork of the movie makers and their struggle to collect specific information and data about the Haitian revolution. Saint Domingue was the French colony this revolt started from and spread across the many colonies. It was not until 1804 that the Haitians gained independence and changed the course of history. All these facts and stories are explained very precisely and beautifully in the movie. It is a documentary for history lovers. Those who have a slightest of interest in history or need to study Haitian revolution, this is a must watch since it takes us back to the time when all of this was happening and one feels like a part of

Geographical Differentials Research Paper Example | Topics and Well Written Essays - 500 words

Geographical Differentials - Research Paper Example Even a cursory overview of unemployment rates within the United States reveals the fact that unemployment is ultimately tied to a lack of infrastructure development, a lack of resources, and oftentimes a lack of educational achievement on the part of the individuals that live within a given region.   As such, the â€Å"why† and the â€Å"where† for unemployment within the United States can ultimately be answered through such an approach.  Ã‚   However, as was discussed within the introduction, the â€Å"what† of unemployment is perhaps the more effective question to answer. In seeking to answer the what of unemployment, the reader must focus upon the fact that unemployment in and of itself does not only mean a lack of opportunity, it also has a direct level of connotation with the lack of ability to engage in work. Through such an understanding, unemployment can also have the tangential definition of the physical and/or psychological unpreparedness of the ind ividual, or, in the worst case of all, a lack of motivation and/or laziness that prohibits them from engaging in useful work. Evidence of the way in which each of these factors can impact upon unemployment rates can be seen with regards to Elkhart, Indiana. Although it Elkhart, Indiana can oftentimes be understood as indicative of nearly any city within the United States, it is unique due to the fact that it has built its economy almost entirely upon the production of recreational vehicles; and industry that took one of the hardest and most definitive economic.

Ask week 2 Essay Example | Topics and Well Written Essays - 500 words

Ask week 2 - Essay Example For example, organizations with individuals that have build up their values to represent the interest of the organization; can have a distinct culture that helps it overcome its challenges. This is believed to be under the guidance of organization’s code of ethics. What are advantages of exposure of individuals to defining moments? It is apparent that personal ethics are strengthened by such moments (Stouten, Dijke and Cremer 2011). It is such moments that individuals are faced by ethical issues that application of leadership skills is vital. Of the three framework of questions, the third questions â€Å"who is the company† can be viewed as the determinacy of how your workplace problem can be solve. Explain. This is a very crucial question to view when trying to solve any workplace problem. The focus is diverted from the point of individual values to that of the company. This way, the individuals in the organization view challenges emanation from the organization as ones requiring professionalism and leadership traits. Gick (2003) argues that disposition or natural tendency to behave in a particular way towards code of ethics should be consistent. Why do you think this is vital? The contention is that people should be in a position to adapt ethical behavior to the prevailing ethical culture. Why do you think that non compliance with individuals and organization to exhibit high moral and ethical standards in business decisions is the root cause of your workplace problem? According to Small (2011), compliance to a strict moral code enhance high moral and ethical behavior by people. How can your organization mitigate the tensions between your code of ethics and relationship with external stakeholders? According to Badaracco (1998), mitigation of the tensions between code of ethics and the relationship with external stakeholders should involve

Hemoglobin conformation(the T to R transition of hemoglobin) Article

Hemoglobin conformation(the T to R transition of hemoglobin) - Article Example The oxygenated hemoglobin (red) mostly triggers the interchanging to the R state. In the state of (T), the iron atom becomes planar with respect to the rest of the heme group this pulls the histamine, thus causing the larger scale structural change in the protein. Hemoglobin can be termed as a tetramer that makes up of two alpha-beta dimmers. The T to R transition requires that at least the hemoglobin subunits need to be bounded by oxygen. Hemoglobin in the T state has low affinity for oxygen, the change in conformational can only occur under high concentrations of oxygen. In R state, the hemoglobin binds to oxygen with high affinity, thus leading to the deoxygenated subunits binding to oxygen. The red blood cells that are rich in oxygen are found in the lungs need to flow all over the body to supply the tissues with oxygen for the metabolic processes. The fundamental allosteric effectors of hemoglobin are the protons. At an extremely low PH, hemoglobin has lower affinity for oxygen than it does at the higher PHs. In the present suggestions are made to changes in the stabilization free energy to specific amino acids residues in the interfaces of T to R

Risk Management Issues Essay Example | Topics and Well Written Essays - 3000 words

Risk Management Issues - Essay Example 54, 2009). One decision that appears from this scrutiny is the quantity of resources that the organization should have to provide cushion for potential failures that can take place during the way of its trading actions. In view of the fact that trading revenue is doubtful, despite the fact that, a significant risk management activity concentrates on the risk extent crisis - calculating how huge potential failures could be. Corresponding activities entail the examining as well as enforcement of risk-related trading restrictions, by this means helping the risk amended performance assessment of individual trading bureaus (Chapman & Ward, p. 42, 2003). These two phases of the risk management function turn the resources distribution decision into an optimisation issue: very small sum puts the firm in front of extreme levels of risk, although excessively huge sum increases financing expenditures as well as lessens productivity. The point of complexity with which the risk management role is carried out has progressed considerably during current years. Evidently, there are still significant issues whose answers would improve the task’s usefulness all the more. These issues come under three groups: (1) risk management functions, (2) risk forms, and (3) risk measurement execution concerns (Abkowitz, p. 76, 2008). The risk management issues put huge stress on attempting to get the â€Å"probability distribution† for the income of the entire company. Risk managers are particularly â€Å"interested in the extreme left-hand tail of this distribution as a predictor of the largest ex post loss that the firm could experience† (Olson & Wu, p. 65, 2007). After that, to offer assurance of firm-wide solvency, the organization would have resources more than that quantity. Then again, this whole quantity of resources should as well be distributed between the individual trading bureaus so that their job can be assessed on a risk-amended base. As a result of unsati sfactory correlations with bureaus’ revenue flows, the level of possible failures for the entire organization is not more than its total for the individual trading companies, forming the following procedural problem: if risk managers assess the company’s resources satisfactoriness condition initially and after that disaggregate the outcome for distribution to individual companies, they are susceptible to reserve misallocations between bureaus (Khan & Zsidisin, p. 89, 2011). The substitute of calculating capital prerequisites on the individual company level primarily and after that combining the outcomes with the help of a set of approximate correlations, alternatively, is prone to the possibility of overcapitalising the company altogether. Despite the fact that a lot of companies acknowledge the contradiction of depending on both approaches, the most excellent existing practice in the derived business supports the â€Å"bottom-up approach† (Smith & Merritt, p. 7 9, 2002), to a certain extent due to a custom of calculating the different sorts of risk (such as credit, marketplace, functioning) autonomously as well as being acquainted with the different comparative significance of these risk forms amid companies. The expansion of a incorporated tactic which conserved this point of specialisation devoid of giving up exactness on the universal level would be a considerable step ahead. Authoritarian organizations force funds prerequisites on

Hemoglobin conformation(the T to R transition of hemoglobin) Article

Hemoglobin conformation(the T to R transition of hemoglobin) - Article Example The oxygenated hemoglobin (red) mostly triggers the interchanging to the R state. In the state of (T), the iron atom becomes planar with respect to the rest of the heme group this pulls the histamine, thus causing the larger scale structural change in the protein. Hemoglobin can be termed as a tetramer that makes up of two alpha-beta dimmers. The T to R transition requires that at least the hemoglobin subunits need to be bounded by oxygen. Hemoglobin in the T state has low affinity for oxygen, the change in conformational can only occur under high concentrations of oxygen. In R state, the hemoglobin binds to oxygen with high affinity, thus leading to the deoxygenated subunits binding to oxygen. The red blood cells that are rich in oxygen are found in the lungs need to flow all over the body to supply the tissues with oxygen for the metabolic processes. The fundamental allosteric effectors of hemoglobin are the protons. At an extremely low PH, hemoglobin has lower affinity for oxygen than it does at the higher PHs. In the present suggestions are made to changes in the stabilization free energy to specific amino acids residues in the interfaces of T to R

Auditory Hallucination in Schizophrenic Illness Essay - 1

Auditory Hallucination in Schizophrenic Illness - Essay Example Paranoid thinking or psychotic symptoms which are symptoms of schizophrenia could also be experienced with high levels of dopamine in the brain. When the brain recognizes that there is excessive dopamine, symptoms which are schizophrenic appear. Schizophrenic patients also have more dopamine receptors than people without it (Barkus et al., 2007). Glutamate is also associated with schizophrenia. It has a major role in the forming and encoding of memory. It is also thought to have a function in learning. When glutamate receptors are blocked for instance when one takes PCP, there is reported paranoia that is also a symptom of schizophrenia. Schizophrenic patients have been found to possess lower levels of glutamate compared to normal people. The two neurotransmitters interaction is said to be at the core of schizophrenia since the production of many dopamine receptors affects the glutamate receptors by blocking them and thus reducing their action (Spencer et al., 2009). The dopamine hypothesis is generally the best explanation for the cause of schizophrenia at the neurotransmitter level. It is the most etiologic theory in psychotherapy. Its proposal that certain pathways of dopamine are overactive in schizophrenia could be true because when one takes drugs that increase dopamine, they induce positive symptoms but when the drugs that block its receptors are taken they reduce the positive symptoms. In other words, the experiences and behaviors associated with schizophrenia could be fully made clear by the transformations of dopamine function in the brain (Ven, 2006). Auditory hallucinations could be said to be a false perception of sound or experiencing internal voices and noises that do not originate from the external world and are seen to be separate from the normal brain processes.  

Pips conversation with Biddy Essay Example for Free

Pips conversation with Biddy Essay Pips change whilst being in London, has meant he sees wealth as everything. If I could have kept him away by paying money, I certainly would have paid money. Showing that firstly, hed do anything to stop Joes visit, and also he can buy anything, and that money can solve anything.  Pip feels embarrassed, he doesnt want to be seen with Joe, my greatest reassurance was, that he was coming to Barnards Inn, showing he doesnt want to be associated with someone of Joes status. Joe himself realises the change in Pip, you wont find half so much fault in me if you think of me in my forge dress. This displays Joes uncomfortableness, and unease, he realises Pip has change, and doesnt see Joe the same as before. However Pip also becomes conscious of his change, if I had been easier with Joe, Joe would have been easier with me. Showing Pips tension, and impatience with Joe. Pip makes Joe feel uneasy, us two now being now alone Sir. The key word is Sir, Joe sees the change in Pip and feels obliged to call him Sir. As Pip has grown accustomed to his great expectations, he has noted the change in himself. I had insensibly begun to notice their effect upon myself, showing he realises the effect people have had on him, which has caused him to change during the course of his expectations. He recognizes this effect is not all positive, I knew very well that it was not all good, screening he has accredited the change within him. We see Pip build a sense of guilt, towards Joe and Biddy, I lived in a state of chronic uneasiness respecting my behaviour to Joe. My conscience was not by any means comfortable about Biddy. He has realised his mistreatment toward them.  Upon hearing the death of his sister Pip, starts to notice her, in his world. In my rooms too, with which she had never been at all associated, there was at once the blankness of death. Showing the effect of her death within him.  Biddy tells Pip she is leaving the forge, he replies with: I am not going to leave poor Joe alone, showing his fondness of Joe, which is a drastic change, from their previous meeting in London. Even whilst at the forge and with Biddy, Pip still relates to wealth, I would spend any money, showing his continuous thought of money, which is such a change from his young childhood.  Pip changes towards Joe, good-bye, dear Joe!- no dont wipe it off- for Gods sake give me your blackened hand. This shows he respects Joe and likes him for who he is man he was. Pip realises he prefers London, he thinks Joe and Biddy knows he does, he thinks they believe he wont come back, his response is a they were quite right to. This is a clear representation of his change since his younger years. When Pip sees Magwitch, and learns that he is in fact his benefactor, he is disturbed, he is positively repulsed to find, Magwitch is the person who has raised him to become a gentlemen. The abhorrence in which I held the man, the dread I had of him, the repungance with which I shrank from him, could not have been exceeded if he had been some terrible beast. Dickens choice of words, illustrate Pips horror and hatred towards Magwitch, abhorrence, repungance, and dread. He uses animal imagery to convey his pure displeasure that Magwitch is in fact his benefactor. We see the change Magwitch brings about in Pip, O, that he had never come! That he had left me at the forge-far from contented, yet, by comparison, happy. For the first time since being in London, Pips views of the forge, have changed. He reconsiders his current position in London.  Pip doesnt want anything to do with Magwitch, he laid his hand upon my shoulder. I shuddered at he thought that for anything I knew, his hand might be stained with blood. He sees Magwitch as dirty, he sees the money to be untrue and dirty also, which is a change, as before the money was everything to him. When pip finally reconsiders his situation, he is thoroughly disheartened: It was not until I began to think, that I began fully to know how wrecked I was, and how the ship in which I has sailed was gone to pieces. Showing that he believes his, ambitions, aspirations and hopes are all shattered.  Pip regrets his mistreatment of Joe and Biddy, worthless conduct, he sees how bad hes been. He sums his emotions up at the end of the chapter, thick black darkness, this is how he sees his life after his changing reunion with Magwitch. Within chapter 40, Pip is still demoralised by finding Magwitch to be his benefactor, I was greatly dejected and distressed. Showing the change Magwitch has had on Pip since he made himself recognized. Pip analyses Magwitch, he ate in a ravenous way, that was very disagreeable. This is a sign of his change, he notes his manners, and sees his etiquette as wrong. Dickens used the word disagreeable, which, represents, that its disagreeable to Pip, in his new found hierarchy. Dickens again uses animal imagery to convey Pips feelings towards Magwitch , he looked terribly like a hungry old dog. This represents Pips dislike for Magwitch. Pip is desperate to know how long Magwitch will stay, in a frenzy of fear and dislike. I want to know how you are to be kept out of danger, how long you are going to stay. The key words are: fear and dislike, these are clear depiction of his disgust towards Magwitch.  We notice a huge change within Pip. He now recognises his affection toward Magwitch. He believes he should do right by Magwitch before he dies, it became the first duty of my life to say to him, and read to him, what I knew he ought to hear. Showing his consideration of compassion for Magwitch. Pip informs Magwitch about Estella, she is living now. She is a lady and very beautiful. And I love her He feels his duty, is to complement Magwitch on Estella. The change in Pip is that he inevitably forgives and pardons Magwitch, he wishes the best for him. O, lord be merciful. This is a drastic change to his initial thoughts towards him, when he discovered he was his benefactor.  Within chapter 57, as Pip comes out of his fever, we observe a change in him. Pip again worships Joe, O, God bless him! O, God bless this gentle Christian man! Showing his repentance. Pip changes his view of the word wealth. Wealth of his good nature, showing his new appreciation of wealth, he has realised that, wealth in money terms doesnt make a gentlemen, where as wealth in nature, and kindness does. Pips change is shown with: I went towards them slowly, for my limbs were weak, but with a sense of increasing relief as I drew nearer to them, and a sense of leaving arrogance and untruthfulness further and further behind. This shows he believes hes leaving his arrogance and untruthfulness behind him, these are the factors of a gentlemen he now perceives to be appalling. Pips appreciation of Joe is exposed with, my first thought was one of great thankfulness, that I had never breathed this last baffled hope to Joe. Hes so happy he didnt destroy Joe. This is a change in his feelings for Joe. His further appreciation of Joe is shown within Pips conversation with Biddy. Dear Biddy, you have the best husband in the whole world, and if you could have seen him by my bed you would have-But no, you couldnt love him better than you do. This shows his sheer delight with both Joe and Biddy. He both recognises Joe and Biddy as good natured people, but also he recognises his mistakes. You were both so good and true. To grow up a much better man than I did. He identifies his life wasnt all good, and he acknowledges his mistakes.  In conclusion, Pip has changed his depiction of the word, gentlemen. He no longer sees it to revolve around education, wealth and social standing. Due to the positive effect that Joe has upheld within Pip, Pip appreciation of a gentlemen is to be concerned with, faithfulness, generosity and goodness. Pip lost everything whilst in London, he now however has gained so much more, with respect and understanding, of not only himself but others also.

the pearl :: essays research papers

Kino, Juana, and their infant son, Coyotito, live in a modest brush house by the sea. One morning, calamity strikes when a scorpion bites Coyotito. Hoping to protect their son, Kino and Juana rush him to town, to the doctor's. When they arrive at the gate, the doctor turns them away because they are poor natives who can't pay him enough. Later that same morning, Kino and Juana take their family canoe, an heirloom, out to the estuary to go diving for pearls. Juana makes a poultice for Coyotito's wound while Kino searches the sea bottom. Juana's prayers for a large pearl are answered when Kino surfaces with the largest pearl either of them has ever seen. Kino lets out a triumphant yell at his good fortune, prompting the surrounding boats to circle in and examine the treasure. In the afternoon, the whole neighborhood gathers at Kino's brush house to celebrate his find. Kino names a list of things that he will secure for his family with his newfound wealth, including a church wedding and an education for his son. The neighbors marvel at Kino's boldness, and wonder if he is foolish or wise to hold such ambitions. Toward evening, the local priest visits Kino to bless him in his good fortune and to remind him of his place within the church. Shortly thereafter, the doctor arrives, explaining that he was out in the morning but has come now to cure Coyotito. He administers a powdered capsule and promises to return in an hour. In the intervening period, Coyotito grows violently ill and Kino decides to bury the pearl under the floor in a corner of the brush house. After the doctor returns, he feeds Coyotito a potion to quiet the baby's spasms. When the doctor inquires about payment, Kino explains that soon he will sell his large pearl, and inadvertently glances toward the corner where he has hidden the pearl. This mention of the pearl greatly intrigues the doctor, and Kino is left with an uneasy feeling. Before going to bed, Kino re-buries the pearl under a stone in his fire hole. That night, he is roused by an intruder digging around in the corner. A violent struggle ensues, and Kino's efforts to chase away the criminal leave him bloodied. Terribly upset by this turn of events, Juana proposes that they abandon the pearl, which she considers an agent of evil. The next morning, Kino and Juana make their way to town to sell the pearl.

Accuracy in Epic of Gilgamesh and The Hebrew Bible Essay -- Epic Gilga

There is much debate over the historical accuracy of the Hebrew Bible and The Epic of Gilgamesh. Some claim that to understand a work of literature requires extensive knowledge of the background of this work. The contrary position is that a work of literature can be interpreted solely on it’s content. The meaning of the term classical literature is that it can be applied during any period of time, it is eternal. Yet the conditions surrounding the author might still be of interest to the reader, and of importance to the work. As with many cases, the truth is somewhere in between the two extremes. Both sides have valid arguments about the importance of historicity. To say that historicity is of the utmost importance may seem extreme. Yet to understand a work, it is important to know if these were fantastic, yet true tales, or if they came from the mind of an author. Some may read a deeper significance into a fictional work. The fact that a story was ‘invented’ usually mean that it was created for a specific purpose. An author would be more prone to using certain literary devices, even in the story line, then fate, or whatever one believes creates the true stories. A completely fictional story may have more use of symbolism, and to search for the meaning of this symbolism, it might be important to know the environment in which it was written. On the other hand, a reader may put greater emphasis on the meaning behind stories based on fact. This may be because of a faith in a higher power that controls the events in a story. If one believes in God, or in any higher power, the events of a particular story can take on meaning as an act of this power, or even as a symbolic work from god. Still others may be more inspired by the... ...f a leader. The fact that Gilgamesh is presented as divine in the book ends credence to the possibility that the actual King was believed to be godly. It is in this instance, and others like it that we see another example of the importance of historicity. By studying these works, we can gain insight into ancient cultures, and even hypothesize about the past. If a work is highly historically accurate in other respects, it might lead one to believe that the other accounts in the work are accurate. Through this method, we may discover some of history through works of literature, history that records may not contain. Yet through this method we can only speculate, we cannot be certain of the accuracy of our results. Works Cited: Norman K. Gottwald The Hebrew Bible . Fortress Press, 1985. Sandars, N. K., trans. The Epic of Gilgamesh. London: Penguin, 1972. Accuracy in Epic of Gilgamesh and The Hebrew Bible Essay -- Epic Gilga There is much debate over the historical accuracy of the Hebrew Bible and The Epic of Gilgamesh. Some claim that to understand a work of literature requires extensive knowledge of the background of this work. The contrary position is that a work of literature can be interpreted solely on it’s content. The meaning of the term classical literature is that it can be applied during any period of time, it is eternal. Yet the conditions surrounding the author might still be of interest to the reader, and of importance to the work. As with many cases, the truth is somewhere in between the two extremes. Both sides have valid arguments about the importance of historicity. To say that historicity is of the utmost importance may seem extreme. Yet to understand a work, it is important to know if these were fantastic, yet true tales, or if they came from the mind of an author. Some may read a deeper significance into a fictional work. The fact that a story was ‘invented’ usually mean that it was created for a specific purpose. An author would be more prone to using certain literary devices, even in the story line, then fate, or whatever one believes creates the true stories. A completely fictional story may have more use of symbolism, and to search for the meaning of this symbolism, it might be important to know the environment in which it was written. On the other hand, a reader may put greater emphasis on the meaning behind stories based on fact. This may be because of a faith in a higher power that controls the events in a story. If one believes in God, or in any higher power, the events of a particular story can take on meaning as an act of this power, or even as a symbolic work from god. Still others may be more inspired by the... ...f a leader. The fact that Gilgamesh is presented as divine in the book ends credence to the possibility that the actual King was believed to be godly. It is in this instance, and others like it that we see another example of the importance of historicity. By studying these works, we can gain insight into ancient cultures, and even hypothesize about the past. If a work is highly historically accurate in other respects, it might lead one to believe that the other accounts in the work are accurate. Through this method, we may discover some of history through works of literature, history that records may not contain. Yet through this method we can only speculate, we cannot be certain of the accuracy of our results. Works Cited: Norman K. Gottwald The Hebrew Bible . Fortress Press, 1985. Sandars, N. K., trans. The Epic of Gilgamesh. London: Penguin, 1972.

Dispostional Personality Theories Essay

The two most common dispositional theories are Allport’s psychology of the individual theory and the trait and factor theory. Allport’s psychology of the individual theory emphasized that people are unique, even though they may share traits in common, and those unique qualities are what should be focused on. â€Å"More than any other personality theorist, Gordon Allport emphasized the uniqueness of the individual. He believed that attempts to describe people in terms of general traits rob them of their unique individuality†. In order to focus on the individuals uniqueness Allport felt that a broad theory is more useful than a narrow one and he would use information from different theorist in his research. For many years there has been much debate about how many traits actually have an effect on an individual’s personality. In recent years the majority of theorist have come to the conclusion that five is the magic number. Esyneck, McCrae, and Costa have focused their studies on the trait and facto theory and have done much research using standardized tests, clinical observations, and observations from friends and families of the individuals studied. â€Å"Trait and factor theories of personality are based on factor analysis, a procedure that assumes that human traits can be measured by correlational studies†. Each of these theories have different approaches to explaining an individual’s behavior. Both Allport’s psychology of the individual theory and the trait and factor theory have its own effect on individual personalities. Interpersonal relationships are influenced by each of these theories in its own way as well.

A Local Environmental Issue

Over the past centuries, people have engaged in many activities that brought about changes in the quality of air in Metropolitan Manila, the greater metropolitan area of the city of Manila, the National capital of the Philippines.   These changes were introduced with the construction of cities and during the onset of the industrial Revolution.   Urban construction, transportation and industrial activities up to the present times have added new materials not normally found in air. Some of these changes are beneficial while others are harmful. These materials have changed the quality of the air.   The air that surrounds us contains substances which could be considered examples of natural pollutants such as ashes from volcanic eruptions, salt from the sea, and even pollen grains from plants.   These air pollutants if present in air in large amounts can cause harm to life and property. Human activities have added more pollutants to the air.   These air pollutants are of two groups:   Those that affect our health such as Particulate Matter or Suspended Particulates, sulfur oxide, nitrogen oxide, Air Toxics, Carbon Monoxide and Hydrocarbons.   The other group of air pollutants are those that affect our environment, which cause harm by altering the properties of the air such as Ozone and Photochemical Smog and Depleters of Stratospheric Ozone. Transportation and industry have contributed much to the pollution of the air.   Motor vehicles are the major sources and contributor of pollutants in cities like Metro Manila.   Gasoline-fueled vehicles produce more particulates and oxides of nitrogen. Human activities have also upset the balance in ozone layer. Knowing the harmful effects of air pollution, what then should people do about it?   The most we can do is to reduce the amount of harmful substances that will enter the atmosphere and remove as much pollutants from the air as possible. Removing pollutants from the air is not as effective as preventing pollution and reducing pollution.   Preventing pollution is more effective and easier to do than removing pollutants from the air.   Nature often does this for us for examples the high rainfall and the frequent and strong typhoons cleanse the air for us.   However, we have no control over Nature’s self-cleansing schedule. References Santos, Gil Nonato C and Jorge P. Ocampo (2003).   Science and Technology I.   Rex Printing Company, Inc. Manila.            

Classroom Management Plan Essay

I will provide the right environment for all students to learn. I will generate energy, ideas and opportunities to foster student achievement. I will motivate learners to high academic achievement. I will care for, love and understand my students. I will center my decision making about curriculum around my students. I will never feel that I cannot better myself as a teacher. My Philosophical Beliefs About Teaching In evaluating my philosophy for my future teaching career, I have been very seriously considering my values and beliefs about discipline, my own management style and the social goals for my students. As organization is one of my top priorities as a student, I will strive to be as organized as possible when I start my career. My goal is to organize the logistics of my classroom so that I can make my classroom student-centered instead of teacher-centered. I value the education process, and young minds and new ideas never cease to intrigue me. I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking will be common place in my classroom, along with group work. I want to encourage all students to participate in class so that they can learn from each other as well as me. I want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class and feel that they respond in class even more, knowing that someone is paying attention to them. I want them to feel comfortable asking questions of me. I think my attitude towards the students is not overbearing or authoritative. I do not believe in forcing the students to do anything. I want to work with them in all circumstances so that we can achieve together and they do not feel like I am spoon-feeding them information. I want students to be a part of their learning. I want to motivate students to learn and keep their interest by using engaging curriculum. I want to involve students in rules about the classroom as well as what curriculum they would like to study. I believe if students feel they are involved in the workings of the classroom, they will be more motivated to engage in the class and in turn, learn. In order to be as organized as possible, the structure of my classroom will be variable, allowing me to change parts of my plan from year to year. I realize that this management plan is a work in progress and what I value now as important points to address in my first management plan may eventually come easily to me with experience and other issues of management may require more attention than those I have addressed. In order for my classroom management plan to be effective it needs to align with my beliefs and values. Therefore, I have chosen the theories and practices that reflect my personal teaching style. There are numerous beliefs and practices that serve as the foundation on which I am building my classroom management plan. I believe that the teacher and students should work cooperatively together in order to create a safe and inviting classroom. Linda Albert’s Cooperative Discipline theory emphasizes that the teacher and students should work together to make class decisions. Albert recommends informing and involving the students’ parents in class decisions as well. This can be accomplished by implementing what Albert refers to as the Three C’s: connections, contributions, and capabilities. I agree with Albert that the classroom should be safe and free of threat for all students. The classroom should be a place that the students feel welcome. If the students are contributing to the class, they will feel as if they are an asset to the class. Finally, I believe that the teacher and students should work together because it is essential to developing a community of learners. I believe in creating a code of conduct cooperatively as a class. This belief coincides with Linda Albert’s Cooperative Discipline as well. A class code of conduct indicates how students are expected to behave instead of how they should not behave. Albert states that the teachers and students should work together to determine consequences for when a student does not follow the class code of conduct. When the students are involved in the determining the consequences, Albert feels the students are more likely to follow them because they are connected to them. I believe that having a class code of conduct in the classroom allows the students to know how they are expected to behave. The students will be more likely to remember what is expected of them because they were involved in creating the expectations. Therefore, the students feel as if the expectations are reasonable and can be met. I like that the teacher is not telling the students how to behave. I feel that students should play an active role in the classroom, and that students are capable of making good decisions. I will be sure to place the code of conduct in a visible spot in the classroom so the students can refer back to it. I believe in using â€Å"I-messages† to communicate my feelings to the students. This practice is introduced by Thomas Gordon in his theory of Discipline through Inner Self-Control. â€Å"I-messages† allow the teacher to share their personal opinion with the students in a non-threatening way. On the other hand, â€Å"you-messages† blame the students for their behavior which causes the students to become defensive. I believe that the teacher should have open communication with students, but in a positive way that creates a safe environment. This method could be taught to the students as well in order to help them solve conflicts. I believe that teachers should encourage their students. William Glasser refers to teachers who provide encouragement to their students as â€Å"lead teachers†. Glasser states that teachers should not try to force information into their students. This makes common sense to me because who likes to be forced to do something. I agree with Glasser that the students’ motivation to learn resides within themselves. It will be my job as a teacher to spark their interest to learn. Therefore, as a teacher I will need to create engaging activities, and be there to provide support to the students as necessary. I believe in creating a sense of community in my classroom. Alfie Kohn mentions that classrooms should be â€Å"learning communities in Beyond Discipline. A classroom should be a place where the students feel cared about and are encouraged to care about others. Eventually, the students will begin to feel connected to one another and see themselves as part of the whole class. I believe that in order for my classroom to be an effective learning environment the students need to feel comfortable. A sense of community will encourage my students to be active participants in class matters. I believe that the teacher should teach â€Å"life skills† to the students so that they can be successful not only in the classroom, but in life as well. Kagan, Kyle, and Scott’s Win-Win Strategies promote the use of â€Å"life skills† in the classroom. They refer to â€Å"life skills† such as self-control, anger management, good judgment, and empathy. These theorists believe that if the students require these skills they will be able to live more successfully. I believe that teachers are responsible for preparing students for life so this theory matches my belief. After my students leave my classroom, I want to see them succeed in life. I am strong believer that one needs to be the change that one wants to see in the world so I will model these â€Å"life skills† for my students. I believe that a teacher should handle behavior problems privately. If the teacher must get involved, Glasser believes that the teacher should do so in way that does not punish the student. I am going to take this one step farther, and say that the teacher should talk to this student in private about his/her behavior. Hopefully, the student and I will be able to determine a longterm solution for the behavior problem. I believe that students should be taught procedures in order to maximize their learning and show them responsibility. The Wong’s Pragmatic Classroom Management Plan supports this belief. Harry and Rosemary Wong state that most students will act responsibly if taught the procedures to do so. They believe students’ achievement is affected by how well the procedures are laid out and taught to them. I agree with Harry and Rosemary Wong that procedures are an important aspect of a classroom. I believe that procedures provide students with a structure that lets them know what is expected of them. This will help cut down on disruptions if the students are not confused about what they are supposed to be doing. Management Plan Goals Having the right environment for all students to learn. The ability to manage children’s behavior. Students will have a complete understanding of the classroom rules. Keep parents involved and â€Å"in the know† of their child and the classroom. Instructional strategies will be taught to the best of my ability. Physical Environment The importance and variety of a properly designed early childhood classroom cannot be over-emphasized when providing a learning environment for children. I will provide in my classroom safe and orderly spaces, filled with a variety of materials that will make the classroom more satisfying for both the teacher and the children. Furthermore, well-designed areas will decrease the number of conflicts that may arise. Quite naturally, any space must accommodate all the activities it will be required to house. Therefore, when making my classroom environment safe and orderly, I must make accommodations to have certain spaces to be multipurpose. It will be very important to make sure these areas, as well as other areas in the classroom, are filled with a variety of materials organized into appropriate activity areas. Clearly defined interest areas will allow young children to work best in small groups where they can learn to relate to other children, establish friendships, and solve problems together. The use of low furniture in these areas will allow me to see into all areas while at the same time giving children a sense of privacy. Use of low furniture also helps define work spaces that help children concentrate because they will not be distracted by other activities taking place in other areas. These different areas will be defined by what activities will be taking place in them. For example, I will have such areas as: dramatic play, art area, building area, science/sensory area, game area, and quiet area. I will also make sure to provide an area where children can relax and be alone with friends. This space will have large pillows, beanbags, and carpet. This so called â€Å"soft area† is very important for young children because it is important to their mental health and it promotes positive behavior because children who spend long hours in a group environment need time to themselves where they can rest. When it comes to supplies and materials in the room, they should be displayed on low shelves where children can reach what they need. This helps promote independence because the children will be responsible in getting materials out and putting them away. When displaying materials on shelves they must be in the area where they will be used. I will place labels and pictures showing where each object belongs. Logical grouping of materials promotes their appropriate use. Labeling the place for each object helps children maintain a clean and orderly environment. When it comes to the teacher’s supplies and materials, I will keep them up and away from the children so that they cannot access them. When the children walk through the door, they will be hit with all different colors coming from the pictures and posters on the walls. I hope to have a room with big windows that allow for natural lighting. The pictures I will have on the wall will be displayed on the children’s eye level, thus children will take better notice. I will also display the work of the children. Displaying their original artwork shows them respect and value for their hard work and effort. One last important thing to me, when it comes to the physical environment of my classroom, is that I will make sure the classroom materials will reflect the cultural richness of our society, the backgrounds and life experiences of the children, and people with different abilities. Children need materials they can relate to through past experiences, before they are asked to learn new concepts. A respect for diversity is important for identity and self-esteem. Behavior Management Many disputes and conflicts can be prevented by careful planning and with positive adult support. There is always a reason behind children’s behavior. Misbehavior is usually directed at achieving one of four goals: revenge, power, attention, and/or feelings of adequacy. I know I can’t force a child to change his or her way of behaving, I can only change the way I behave with the child. My ultimate goal in behavior management and child guidance is not to manage children’s behavior, but to help children manage their own behavior. I am aware that conflict situations provide important learning opportunities for children. Therefore, when it comes to classroom management, I will not deprive the children these opportunities to learn problem-solving skills. My role as a teacher in children’s conflicts is to de-escalate them when the children can no longer work out their problems by themselves. When I communicate with the children in my classroom I will use â€Å"I† statements instead of â€Å"you† statements. I will use gentle body language and make sure that I listen to both sides of the issue. I will try to focus on the present and future of the child’s behavior instead of past behavior. Also, I will focus on the child’s behavior and not the child. Most importantly I will keep in my mind the needs of each child and their best interest when it comes to fixing their misbehavior, and not focus on my best interest. My classroom rules will consist of four basic principles. Those four basic principles will be caring, honesty, respect, and responsibility. I believe any rule thought up by a child can fit into one of these four basic principles. For example, if a child is not keeping their body to themselves, they are not respecting the other child’s space. That is why I will not have a list of rules in my classroom, but rather have these four principles posted in my classroom where every child will see them. Therefore, when a child is not following the rules I will state what they are doing wrong and how it relates to one of the four principles. When it comes to classroom management and discipline, I will not use punishment, but logical consequences. There are two types of logical consequences. They are naturally occurring consequences and imposed consequences. Naturally occurring consequences usually occur when the problem belongs to the individual on whom the consequences fall. For example, Sally leaves her coat out on the playground and when she goes back for it, the coat is gone. I then say to her, I am sorry that it is gone and tell her it is her responsibility to keep track of it. Imposed consequences often occur when a behavior creates a problem for another person who then must impose consequences in order to change the behavior of the individual creating the problem. When I impose logical consequences on the children in my classroom I will try to keep certain things in my mind. Such things as being a consultant in helping the child solve his or her own problem. Keep the burden of the solution on the child and not me while implying that the child is capable of solving his or her own problem. I must also tie the time and/or place of the misbehavior to the consequence. These are just a couple of ways I will try to manage children’s behavior in my classroom. Parent Communication One of the most vital parts of teaching children and managing a classroom is communicating with their families. There is no one right way to communicate with parents, therefore as a teacher, I have to utilize many different methods to communicate with parents to build rapport. One of the first methods I am going to use is a parent board. On the parent board will be pictures of the activities the children have been doing and other information such as the weekly curriculum and things the children have to bring from home to school. I will have the parent board on a table where there will also be a notebook where parents can leave me messages, and where I can leave them messages. I will also have monthly newsletters to the parents that I will set out on the parent table. Another way I will communicate with parents is by having parents come into the classroom and be a classroom helper. I would try to get every parent to come into the classroom at least one time during the school and spend the day with their child or at least a couple hours. This would help me to get to know the parents of the children I teach and this would give me a good chance to build rapport with the parents so that communication will be made easier. Some of the most basic methods I will use to help me communicate with parents are by use of the telephone. I will call parents when need be and make sure that they know they can call me when needed. Finally, the last way I will communicate with parents is by talking to them face to face. Things I know to remember when talking to a parent are to first approach them with a smile or pleasant look and then introduce myself if I have not ever done so in the past. I will always try to start out the conversation with the parent with something positive about their child. If I were communicating with the parent because of a problem their child is having in my class, I would first tell them the issue at hand and then offer some possible solutions. I then would tell them what I want their role to be after I let them talk about what solutions they have. If they need to further talk to me I would offer them other times they can talk to me. I also would give them other possible people to talk to if they feel that they need to. When communicating with a parent I want them to feel that they can ask me questions about their child’s education or other issues they might have. If I can’t answer their questions, I will flat out tell them I don’t know the answer, but I will find out. I also will make sure not to make promises I can’t keep. If need be, I will always make myself available for a teacher-parent conference when scheduled ahead of time Instructional Strategies and Methods When it comes to instructional planning in my classroom I am going to start with the Pennsylvania Academic Standards. The reason I am going to start with the standards is because in the classroom the students are working towards a goal, and those goals should be set higher than the standards. If I do not teach my students to at least the level of the Pennsylvania standards, then I have not set the goals high enough for my instructional planning. If I set goals for my instructional planning, that gives me a start in what direction I need to go in my lesson planning. The second step I am going to take in my instructional planning is assessment. I have to measure the progress of achieving my goals by doing assessments of my students. Two kinds of assessment I will be doing are what you would call summative assessment and diagnostic assessment. The summative assessment will be tests, examinations, final projects, or other things depending on grade level of the students. These types of assessments will tell me if the students are learning the objectives and making progress towards meeting the goals. On the other hand I will use diagnostic forms of assessments when it comes to planning on how far I have to go to get my students to reach the goals or in meeting the standards. I will use diagnostic assessment at the beginning of the school year and before I begin each new unit. The third step in my instructional planning is planning for the long-term. My long-term plan will be as simple as planning my year end academic goals and group those goals into some discrete units to make sure that I cover my long-term academic goals. When it comes to the delivery of my lessons, I am going to keep it as simple as possible. Even though there are many different formats of lesson plans I can use, there is one general way I can make all the different types of lesson plans fit me. Using the following format to teach my lessons will help my students obtain the goals and objectives of my lessons. The format I will use is to first introduce the lesson. Then have an opening to the lesson, which is when I will tell the students what they will learn and why it is important. Next, I introduce the new material and teach it to the students. Afterwards, I allow time for guided practice and then independent practice. These two areas are where I make some informal assessments to check to see if the students learned the objectives. Last, but not least comes the closing. This is where I stress the connection of the lesson and check the students’ understanding by doing some type of assessment, usually a summative form of assessment. Schedules and Routines. When I go to a class, I like to see a schedule of what we are working on for the day. I believe that all students should be given this courtesy of knowing what is going to be happening during the school day by reading a daily schedule of the day’s activities. I will always have the schedule posted at the front of the class, each day updating any changes in the schedule. In addition, I will list the specifics of the day: for instance, what we are working on that day in math. I have seen schedules that list the basic outline of the day: math, language arts, social studies, lunch and science. I would like to take the schedule one step farther and include some details about the day and what will be happening. Not only are daily schedules helpful for students to see what is happening during a given school day, but my daily schedule will allow me to evaluate my the activities in my classroom, assuring that the type and variety of activities are appealing to different types of learning situations. Also, I want to find a good balance between teacher directed instruction, independent work and cooperative group work. Repetitious activities can sometimes impede the school day as it may evoke comments such as â€Å"We’re doing this again? † However, having routines in which students can predict what will happen can ease the transition from the bus, car or the walk to school to the classroom. To be specific, I will have a beginning of the day routine and an end of the day routine, so that I maintain consistency each day and convey the message that in our class, we use all of our time together to learn and we do not like to waste time. For my start of the day routine, I will play music as the students walk in. I will play quiet music that sets the tone for the day: a warm and relaxing learning environment where we are safe and ready to learn. I will have a welcome message posted on the board with a list of housekeeping items to do before we get settled for the day: sharpen pencils, turn in homework, put coats and backpacks away. In addition to this everyday welcome, I will have a list of activities that students can work on from previous days of school, including plenty of options to accommodate those that have finished all of their work. Also, I will greet my students as they enter the classroom, talking to each student as they get settled for their day, ensuring that I get to see each student and have contact with each one first thing in the morning. At the end of the day, I will take the last ten minutes to wrap up the day. I will post an end of the day wrap up list on the overhead for students to use a guide to get ready to go home. I will have mailboxes with the days handouts in them and my students can collect these handouts and place them in their â€Å"take home† folder. Then I will ask groups to get their backpacks and put away all of their materials. I will ask that they clear off their desks and the area on the floor around their desks so that the custodian does not have to clean up after us. As the students line up to go home, I will have my goodbye salutation: a piece of poster paper with four types of goodbyes: a handshake, high five, or smile. The students can pick any combination of these goodbyes when the leave. I want to have this goodbye so that I can be sure to have contact with each of my students before they leave for to go home. In doing this, I want to convey to my students that I care about them and I want to wish them a safe trip home and tell them that I look forward to seeing them tomorrow. By having structured routines for the beginning and end of the day, I will be setting the tone for the school day. For the beginning of the day, I want to imply that we structure our mornings so that we can get off to a good start with our minds and materials ready for the day. At the end of the day, I want to bring the day to a close with daily routine to ensure that my students understand that every part of our school day together is as valuable as any other part. Individualization In order to promote individualization and responsible behavior, I will implement a job chart where students will have jobs throughout the week. I will have paper passers, overhead cleaners, board erasers, recyclers, lunch duty, and line leaders. I will introduce these jobs on the first day of school and assign jobs to random students. Emphasizing the importance of the jobs will enhance the students’ desire to have the job to demonstrate their responsible behavior. I will have a policy stating that any student who cannot demonstrate responsible behavior and reliably complete their job will have to give up their job title and a different student will get their job. I have seen such a job system in another classroom in which I worked and this system was very successful in creating a sense of responsibility among students. Reflection As I complete my management plan, I feel that I am fully prepared to teach tomorrow. However, I know that that is not the case. My management plan will forever be growing and changing. My management plan focuses on the students’ needs in my class. By organizing many structured components of the school, I am attempting to prepare myself for any discipline problems that may occur. I will organize many aspects of my class before the year starts, but I will also sit down with my students during the first weeks of school and have discussions about rules and expectations to determine what they need from me and from each other. While I know that some misbehavior will occur in my classroom, I am instituting this plan to assist me in dealing with these issues as they occur. I believe classroom management is the key that unlocks the ability for children to learn and in creating an environment where children feel safe. I will set high expectations and encourage my students to succeed. Finally, my classroom management will not only be about creating a good rapport with the students, but creating a rich and engaging curriculum. | | | | | | | | | | | | References Albert, Linda, Pete DeSisto, and Linda Albert. (1996) Cooperative Discipline. Circle Pines, MN: American Guidance Service. Web. Guillaume, Andrea M. (2004). K-12 Classroom Teaching: A Primer for New Professionals. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Print.

Estoppel Essay Example | Topics and Well Written Essays - 3000 words

Estoppel - Essay Example If the other party makes a decision based on the untruthful second statement and a lawsuit ensues, they can claim an estoppel in court against the plaintiff. In order for the estoppel to be considered valid, however, the defendant needs to demonstrate damages stemming from the untruthful statement. For example, if a landlord tells a tenant that he or she only owes half of the monthly rent because of repairs, the tenant can reasonably treat that as a statement of fact. He or she may write a check for half of the normal monthly rent and assume he or she is in good standing. If the landlord later decides to sue the tenant for not paying the entire amount of the lease, the tenant may claim an estoppel in court. The landlord's verbal agreement to accept half payment should have been recognized as binding, even if the original lease was not changed. The tenant had a reasonable right to change his rent payments based on a perceived truth. An estoppel is generally a defensive move, not a first strike. The plaintiff in a case can claim a number of reasons why the defendant should honour a contract or pay damages, for example. The defence must demonstrate that the plaintiff's own statements go against established facts in order to claim an estoppel. There must also be evidence that the defendant based his actions strictly on the reliance of truth and that he suffered damages because of it. Enforcement of an estoppel is generally left up to the discretion of the individual judge hearing the case. TYPES OF ESTOPPEL Equitable estoppel A type of estoppel that bars a person from adopting a position in court those contradict his or her past statements or actions when that contradictory stance would be unfair to another person who relied on the original position. For example, if a landlord agrees to allow a tenant to pay the rent ten days late for six months, it would be unfair to allow the landlord to bring a court action in the fourth month to evict the tenant for being a week late with the rent. The landlord would be estopped from asserting his right to evict the tenant for late payment of rent. Estoppel by deed A type of estoppel that prevents a person from denying the truth of anything that he or she stated in a deed, especially regarding who has valid ownership of the property. For example, someone who grants a deed to real estate before he actually owns the property can't later go back and undo the sale for that reason if, say, the new owner strikes oil in the backyard. Estoppel by silence A type of estoppel that prevents a person from asserting something when she had both the duty and the opportunity to speak up earlier, and her silence put another person at a disadvantage. For example, Edwards' Roofing Company has the wrong address and begins ripping the roof from Betty's house by mistake. If Betty sees this but remains silent, she cannot wait until the new roof is installed and then refuse to pay, asserting that the work was done without her agreement. Promissory estoppel A type of estoppel that prevents a person who made a promise from reneging when someone else has reasonably relied on the promise and will suffer a loss if the promise is broken. For example, Forrest tells Antonio to go ahead and buy a boat without a motor, because he will sell Antonio an old boat motor at a very reasonable price. If Antonio relies on Forrest's

Leisure time Essay Example | Topics and Well Written Essays - 750 words

Leisure time - Essay Example Moreover, gender differences also determine certain variance that exists in leisure, as men seem to engage more in leisure as compared to the females. Free and leisure time remains a crucial period for adolescents, especially those below the age of fifteen, for developmental purposes. Such development is influenced by the parental attitude towards interest and control with the motivational style on the adolescent as the mediating aspect (Olszewska and Roberts, 2009). Based on such a perspective, this paper seeks to make a determination on which goods and services are marketable in the coming decade for leisure activities for children aged fifteen years and above. Kids usually engage in various activities as a means of spending their leisure time, most especially on activities of highest interests. Considering the tremendous technological development that the world is experiencing today, the kinds of activities that kids engage in during their leisure time, have equally taken a different dimension. A majority of kids spend their leisure time on activities affiliated to technology rather than in other social activities. Ideally, on an average day, kids spend approximately 2.7 hours in a possible free time of five hours watching TV. Majorities of TV stations today vary in their programming, and, therefore, provides kids with an opportunity of broadening their view. Kids of fifteen years and above are at a particular stage of their lives in which the happenings in their environments determine their behavior and activities. Additionally, the activities that interest them most are the same ones that the kids get involved in mostly. From the chart, it is a clear indication that kids ideally, spend a better part of their leisure time in watching TV, which takes a substantive part of their leisure time at 2.7 hours of a possible five hours. TV watching is far followed by socializing and communication, which takes approximately thirty-eight minutes of the five