Graduation of Jake Moon Essay

In my book Graduation of Jake Moon, Jake is the main character in the book. Jake Moon is an only child Jake Moon was named by his grandfather because his mother was stressed out for the first 2 weeks of him being born. When they moved in with his grandfather he named him Jake not Jacob just Jake. Jake Moon changes by being annoyed, frustrated, and embarrassed to being understanding by his grandfather. Jake changes from being annoyed and frustrated and embarrassed towards his grandfather because his grandfather Skelly got diagnosed with Alzheimer’s disease. Jake gets annoyed with him being forgetful and not knowing who he is. Jake witnesses him being in the dumpster Jake was embarrassed and felt different when he seen his grandfather in the dumpster and 2 eighth grade boys picking on him and asked him if he went to PU University. Jake Moon changes at the end by being frustrated, annoyed, and embarrassed to being understanding towards his grandpa. He helps his grandpa get up in the morning and get dressed. Jake found his wet sheets in the oven when his friend Lucas was over. Skelly put his pajamas in the freezer. Skelly wrote stuff on post it notes and put them all over the house to remember things. What happens at the end is that at Jakes Graduation is Skelly goes up on the stage and then Jake goes off stage and takes his grandfather down to family then goes back up on the stage. That shows how Jake Cares about his grandpa Jake Moon understood at the end of the book compared to the beginning. Jake was better towards his grandfather because of the graduation stuff with his grandfather. Jake cares about his grandpa that he did that but if that happened at the beginning of the book he would of probably sat In his chair like who is that guy.

Plot and central idea in Shirley Jackson’s “The Lottery” Essay

Shirley Jackson’s, â€Å"The Lottery† concerns a small town’s annual lottery drawing and the grim circumstances that ensue. In this short but disturbingly profound piece of work, Shirley Jackson communicates to the reader the theme of scapegoatism along with its implications concerning traditions. In the village where this lottery takes place, we find many familiar elements: a post office, a grocery store, schools and a coal mine. In this village, Mr. Summers owns the coal mine, so his business has made him the wealthiest man in the village. Mr. Summers also controls the annual lottery. He is somewhat uncomfortable with his authority but has chosen to carry on with the yearly tradition. The order in which the lottery drawings take place emphasizes who does and who doesn’t have power in the village’s social hierarchy. Men or working sons draw for their families. The few exceptions involve death or illness. Only then is a wife permitted to draw. It is evident that although everyone eventually participates in this drawing (children included), women are disenfranchised from the village social structure. As the villagers anxiously wait for the lottery to begin, the young boys rough play and gather piles of stones, while the girls socialize in their circles, watching the boys. Agriculture is the main staple of this village and a great emphasis seems to be placed on the bountifulness of crops. This is reinforced by Old Man Warner, a long time resident of the town, when he cites the expression, â€Å"Lottery in June, corn be heavy soon.† There is timid talk by Mr. and Mrs. Adams of nearby villages doing away with the lottery, but the notion is quickly abolished when Warner calls these new thinkers â€Å"a pack of crazy fools.† He sarcastically suggests that perhaps they would be better off if they succumbed to living in caves and eating â€Å"stewed chicken weed and acorns.† As far as Old Man Warner is concerned, there has always been a lottery. As Mr. Summers begins to address the town gathering, Mrs. Hutchinson shows up  late, hurriedly joining her husband and family. She claims to have almost forgotten what day it was. Once the drawing commences, Mrs. Hutchinson rushes her husband on when his turn comes to draw with the remark, â€Å"Get up there, Bill.† The reader gets the impression that Mrs. Hutchinson holds little respect for either Mr. Summers or the lottery. The last round of the lottery concludes with Mrs. Hutchinson drawing the slip with the feared â€Å"black spot.† As the town and her own family members move in on her with stones, she cries out several times, â€Å"It isn’t fair, it isn’t right.† Her cries go unheard and we are uneasily left to hope that the villagers were swift with their proceedings. In this story, Shirley Jackson illustrates how traditions are passed down to our children, who tend to do what they are told without asking or knowing why. By the time we are mature enough to question morality, as long as it â€Å"isn’t fair† or â€Å"it isn’t right† to us, we are more willing to accept the condition of our surroundings rather than promote change.

Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’

Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector. Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’ Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector.

Gender Disparities in the Workplace Research Paper

Gender Disparities in the Workplace - Research Paper Example Even so, it is recognized that notable disparities still exist. This essay examines these workplace gender disparities through a consideration of overarching elements, culture, education, opportunities, and legislative procedures. A broad array of research has examined gender disparities in the workplace. A great degree of focus has been centered on inequalities, and indeed men are still recognized as making higher annual salaries and more consistently holding upper level management positions than women. Still, an equally strong amount of research has considered the disparities that exist as a result of socialization. In this context of understanding theorists have argued that from an early age men and women experience disparities in social interaction, as men view themselves in a hierarchical social order, while women view themselves in a network of connections where the primary goal is to establish intimacy and avoid isolation (Hahn). One recognizes that such differences come to pr ominently play out in workplace scenarios, as these differing forms of acculturation challenge managerial styles and workplace interactions. To a degree these disparities can be linked to the inequality and largely patriarchal workplace order that has emerged. Such inequality has resulted in significant pressures for change, with government, women’s rights groups and activists promoting measures that would encourage more workplace equality. Another prominent consideration in gender disparity is differences in workplace culture. Within this spectrum of understanding specific differences exist among the types of jobs that men and women traditionally work. For instance, women have traditionally been relegated to careers as childcare providers, secretaries, nurses, librarians, and teachers. In addition to divergences in the types of jobs that are traditionally held by men and women there are differences in dress code expectations. While dress formality remains contingent on the s pecific environment, men are generally expected to dress in shirts with ties; conversely, women are expected to wear blouses, dresses, or skirts. There also exist notable salary differences between men and women. One recent study revealed that women in IT related fields received an average of $25.08 per hour while men received $29.66 for the same job (Vermeulen). Another study revealed that female secretaries earn just 83.4% as much as male ones, and female truck drivers 76.5% as much (Fitzpatrick). Education regarding workplace gender disparity is another major factor. A major concern in recent years has been sexual harassment. The challenge with sexual harassment has been successfully distinguishing the term from accepted modes of social interaction. Legally sexual harassment is prohibited in the workplace, but it is recognized that significant amounts of harassment still occurs. A major difficulty in eliminating sexual harassment is workplace culture wherein individuals are afrai d to report the harassment out of fear of losing their jobs. The first workplace sexual harassment lawsuit was filed in 1974 with Barnes v. Train (Devey). However, in the 1976 case, Williams vs. Saxbe, the term sexual harassment was first used (Devey). While workplace gender inequality must be countered internally, it is also important that changes occur in the political apparatus. In these regards, the 20th century has experienced significant progress. The first woman elected to political office was

The main threat to earn profits in the long run is the risk Essay

The main threat to earn profits in the long run is the risk - Essay Example The risk in this sense comprises of two major elements. The first one is the probability that the system or the entity will fail to achieve its objectives. And the second is the consequences and results of such failure. In any business organization, risk is inevitable. However, how better the organization cope with such risks depends upon the techniques used by the entity for such purpose. The practice and act of identifying, assessing, handling and controlling risk related situations and issues in an organization is known as enterprise risk management. The process of risk management includes identification and tracking of risk associated areas, development of plans for mitigating risk, performance of risk assessment procedures and handling and monitoring risks. Thus, it may be seen that risk management is a very broad term and includes a number of issues being addressed during the application of risk management techniques. Along with identification and assessment of risks, the prior itization of risks is also an important part of risk assessment procedure. Thus, the process of risk management mainly focus on the probability of occurrence of unforeseen events in future and the impact of these events on the capability of the organization to achieve its objectives. ... All these risks threaten the capability of an organization to achieve its objectives. Following are the risks that usually occur more frequently: 1. Systematic Risk: Systematic risk is a risk which cannot be predicted, mitigated or reduced in any way. This is due to the reason that this risk may occur at any time and is completely out of control. Changes in the government legislation or interest rates prevailing in the economy are examples of systematic risk. To mitigate the impact of such risks, it is advised that the organization should remain prepared for the occurrence of such risks at any time and should undertake proper plans to cope with such risk. 2. Non-systematic Risk: These are the risks which occur due to the features of assets. Changes occurring in the management decisions and employees’ strikes are the examples of this type of risk. These risks can be easily eliminated by using the diversification process. 3. Financial Risk: Financial risk rises when the organiza tions heavily rely on the debts and loans. This type of financing is called debt financing. This type of financing increases the liability of the organization as the organization is liable to pay such money back in future. Thus, it becomes necessary for the organization to keep enough reserves so that this money may be paid back in future. Thus, the degree of risk and uncertainty rises overall. 4. Operational Risk: Operational risk is the risk associated with the operational level of the organization. When this risk arises, organizations do not able to perform its operations properly. Thus, operational risk includes risks arising from business operations, information reporting and leadership and management style adopted by the

Essay question Assignment Example | Topics and Well Written Essays - 500 words

Essay question - Assignment Example The Roman Empire was ruled Patricians and they were considered to be the most powerful ones in the region. It has been known that there was a lot of mismanagement and uneven distribution of wealth in the Roman Empire. The poor got poorer and rich got richer. The Roman leaders involved in battles, trying to capture territories of their allies, them being not present in the capital to handle state affairs and other such matters led to the Roman demise. Eventually, the death of Julius Ceaser proved to be the last nail in the coffin of once great and mighty Roman Empire and led to its demise. Clarifier: Before the 20th century, muckrakers were simple investigative journalists but with the start of 20th century they worked as reform journalist and started a movement to finish off corruption in the system. The Muckrakers are known as pioneers of proper investigative journalism in the history. Historical Significance: The muckrakers and their movement in the 1900s was aimed to improve the standard of journalism. The movement started in the early 1900s and was very popular till the Second World War. They worked to expose social ills in the society and to stop corruption in the system. After the Second World War this movement faced its end due to dirty political skills showed by the government. Clarifier: Sit-Down Strikes gave way to a new sort of protest so that the authorities would have no other option but to meet their demands in order to start the progress otherwise they would have to face huge losses. Historical Significance: History is full of examples of sit-down strikes in which workers of factories protested for raises or bonuses. One such example is the strikes of American factory workers during the industrial revolution. More than 3,000 workers stopped work and protested. Other notable examples include the strike of United Auto Workers and the French revolt which is marked till today on May 1st every year. Historical

Assigment 3-1 Assignment Example | Topics and Well Written Essays - 250 words

Assigment 3-1 - Assignment Example However, from 1971 through 1984 the trend began to change. Over the period from 1984 to 2005, production of grain declined by more than 7% according to Chiras. (Chiras, 2009) As per the estimates by the Food and Agriculture Organization of United Nations, mean intake in calories per person rose over the period from 1961 to 2008. The number of persons that are chronically undernourished declined from around 918 million in the year 1970 to 852 million in the year 2005. (Miller and Spoolman, 2008) In 2009, according to World Food Programme, approximately more than one billion people are chronically hungry. (wfp.org, 2009) In this globe, there is enough food for everybody. Hunger persists, though. The reason why hunger continues to cripple the globe can be attributed to two things. Firstly, people cannot afford to purchase the available food. Secondly, most people cannot access the available food. (Forbes, 2009) Undernourishment may be evident when few vital nutrients are consumed or using them in a more rapid manner than they are replaced. Consequences may differ in teenagers, children, and adults. For instance; it can cause death to anybody, inadequate intake if proteins can cause Kwashiorkor in infants or Marasmus if there is inadequate intake of all nutrients in infants. Poor diet refers to malnutrition and it occurs when the human body does not get enough minerals, vitamins and other nutrients. The ramifications of poor diet range from death, to many other diseases (like goiter due to lack of iodine minerals and to obesity due to over-nutrition). Overeating may be taken to refer to over-nourishment and it relates to taking excess of essential nutrients and not having or taking enough exercise. Consequences may be many; from the negative effect on body senses like taste, sight or even smell to obesity. (Gilman,

Europes Attitude in the Middle East Essay Example | Topics and Well Written Essays - 1250 words

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Interference Colors Essay Example | Topics and Well Written Essays - 250 words

Interference Colors - Essay Example Interference colors are thus an effect that emanates because different substances have different index of reflection (Ulery, & Drees 185). Birefringence is the variation in the indices of reflection. Interference colors can be understood by utilizing color charts that are contained in most of the course readings. If the thickness of an area is known, then the birefringence can be determined from the interference color. Most extreme birefringence can be analytic of a mineral when utilized with different properties. If the thin segment contains a known mineral, with a confined scope of birefringence, then the interference color can be utilized to focus the thickness of the segment (Haldar, & Josip 50). Standard slender areas are 30 microns thick. Meager segments thicker than 30 microns will deliver higher interference colors. Interference colors rehash. Nevertheless, high order colors can be recognized from lower order ones by watching the margins between gemstones or those crystals at the edges of the minor segment. These zones of a thin area are frequently more slender and will demonstrate an arrangement of lower inter ference

Blockbuster Australia Essay Example for Free

Blockbuster Australia Essay Blockbuster Australia is a subsidiary of Blockbuster Inc. that operates more than 400 stores in Australia. The companys leadership in Australia is made possible through the acquisition of smaller video rental houses and the franchising of the company brand to other businesses. Blockbuster is noted for its commitment to provide the most convenient means for its customers to access movie and games using multiple channels of distribution, like its physical stores, by mail, and through the Internet. Worldwide retail home video industry revenues for 2007 reaches more than $20 billion, half of the sales came from international locations, like Australia. The retail home video industry is an important market for movie studios as box office performances are not enough to provide studios with profits. Blockbuster Australias success in capturing a large portion of the multi-billion industry is largely due its number of stores, franchisees, and sources of information. The companys sources of information include: word of mouth, print advertisements, online data sources, and social networking sites. Word of Mouth Word of mouth happens when there is a verbal exchange of information, generally, of positive nature, like recommendations and referrals. Blockbuster takes care of its customers so that theyd tell their friends and acquaintances to obtain their home video needs from any of its outlets. Word of mouth can be made through face-to-face communication or through the phone, e-mail, and SMS. Marketers expands the use of word of mouth as a promotional technique. Instead of waiting for the natural buzz to happen because of excellent products and services, the company creates its own buzz by engaging individuals to talk about the company and its products. In the Internet, word of mouth promotion can happen in blogs, forums and social networking sites. A person engaged by the company can offhandedly insert a good comment or begin a conversation that would have an underlying promotional intent. Print Advertisements Promoting products and services in print is a classic marketing technique that remains highly effective. Blockbuster can buy spaces in newspapers or magazines to increase customer awareness and maintain visibility. The company can also create paper handouts that would lists their latest offerings and hand them to customers who visit their stores. Not only will the customers read about the company, others around that person would also learn about the company. Online Data Sources There are many online advertising and marketing services offered in the World Wide Web. For instance, Blockbuster can go to Business for Sale Online to promote its products and services. It can also employ affiliate marketing to boost traffic to its site and increase sales. Social Networking Sites Social networking sites are highly popular places for all sorts of people from all age groups to gather and exchange information. Blockbuster can post an advertisement on any of this site to increase customer recall. The company can even engage marketers to talk about it in a manner that does not sound like a promotional pitch. BIBLIOGRAPHY Business for Sale Online (September 11, 2000), http://www. businessonline. net. au/main. htm Sorce, Patricia, and Dewitz, Adam. The Case for Print Media Advertising in the Internet Age. New York: Printing Industry Center at Rochester Institute of Technology, 2007. http://print. rit. edu/pubs/picrm200602. pdf United States Securities and Exchange Commission. Blockbuster Inc. Form 10-K. http://sec. gov/Archives/edgar/data/1085734/000119312507044360/d10k. htm (accessed October 14, 2008). Word of Mouth. Answers Corporation (2008), http://www. answers. com/topic/word-of-mouth

Food and Dining in South India

Food and Dining in South India Indian Cuisine The cuisine of India  is characterized by use of various spices,herbs and other vegetables grown in India we have widespread practice of vegetarianism across different section of society. Each society of Indian cuisine is characterized by a wide variety of dishes and cooking techniques. As a result, cuisine varies from region to region across Indian subcontinent. Indias religious beliefs and culture has made an influential role in the evolution of different cuisine. However, the spice trade between India and Europe is the main catalyst for Europes Age of Discovery. 4 The colonial period has introduced the European cooking styles to India which added the flexibility and diversity of Indian cuisine.5,6Indian cuisine has had a major impact on cuisines across the world, mainly those from Southeast Asia.7,8 Indian foods is the long standing vegetarianism across sections of Indias Hindu, Buddhist and Jain communities. People who follow strict vegetarian make up 20-42% of the population in India, while less than 30% are of regular meat-eaters.9,10,11 South Indian food is categorized into six tastes sweet, sour, salt, bitter, pungent and astringent and traditional Tamil cuisine society recommends that you should always include all of these six tastes in each of the main meal you eat. All the six taste has a balancing ability and including some of each taste provides complete nutrition, minimizes cravings and also balances the appetite and digestion. Sweet such as Milk, butter, sweet cream, wheat, ghee (clarified butter), rice, honey. Sour such as Limes and lemons, citrus fruits, yogurt, mango, tamarind. Salty such as Salt or pickles. Bitter such as Bitter gourd, greens of many kinds, turmeric. Pungent such as Chili peppers, ginger, black pepper, clove, mustard. Astringent such as Beans, lentils, turmeric, vegetables like cauliflower and cabbage. South Indian Breakfast InSouthIndia, the breakfast consist of main dishes, such asidlis,vadas,dosas,uppuma, savorypongal, andchapatis. These are served with hotsambar, kurma ,vadacurryand at least one kind ofchutneyare the common items inTamilnadu. All the breakfast accompanied with a tumbler of filter coffee. South Indian Lunch/Dinner An everyday Tamil meal will have at least three to four courses, with rice serving as the staple. The food usually starts with the traditional paruppu andghee, this mix is eaten with rice which serves as an appetizer. Next to follow would be a kuzhambuorsambhar , which is mixed with rice, this is usually the main course. On leisure or festive days, we have at least two such main courses with one Kuzhambu in which there are many varity such as Puli Kuzhambu, Vatha Kuzhambu, currykuzhambuvariety and one Sambhar variety. Third to follow will be theRasam in which there are many varity such as paruppu rasam,tomatto rasam, nandu rasam they are mixed with rice, one usually eats this with crisps. The last of the courses will be rice with curd or yoghurt; this is usually taken withdifferent pickles such as mangopickle ,pundupickle,tomattopickel,erapickel,muttonpickel. With all the courses side dish is served throughout the meal, depending upon ones taste or choice,side dishes are constantly r epeated during any meal. As a last course, desserts are served. Finally guests moves to the living room which conclude the meal with banana and freshly madepaanconsist of betel leaves, betel nuts and lime. paan is considered as a digestive aid after long lunch. Typical Marrage food of Tamil cuisine groups dishes under four slightly overlapping categories. First the rice is served with various Kuzhambu,Sambhar,Paruppu,Rasam,Thayir,Kadaiyals. The second are the side dishes that accompany rice mixture such asKootu,Kari,Poriyal,Pickles,Papadsfall into this category.Thirs is the short snacks -vadai,chips,bonda,bajji,soups, variouschutneys,thayir pachadiand the likes belong to this category. The fourth category is rich sweet dishes that serve as desserts-Payasam,Kheer,Kesariand a plethora of Indian sweets belong to this category. Typical South Indian meal (Lunch or Dinner) will be served on a banana leaf. South Indian Desserts Indian desserts are unique very tempting and mouth watering. Whether Its summer or a winter ,South indian mithai is always too difficult for anyone to resist. A full traditional South Indian Meal is always incomplete without sweet dish like gulab jamun or kulfi or halwa. Below are some of the most famous recipes to tantalize your tongue. Badam Ka Halwa,Badam Kheer,Besan Burfi,Besan Laddo,Boondi Ka Laddoo,Coconut Burfi,Fruit Kheer ,Gulab Jamun, Jalebi ,Puran Poli , Rasmalai and many more. South Indian Drinks Coffeeis the most popularbeverage in South india. Coffee is a major social institution in Southern Indian Tamil tradition one can say a normal south Indian cannot live without drinking atleast one coffee a day. One of the Tamil traditional coffee is Chennai Filter Coffee and is unique in this part of the world. In South India people generally use gourmet coffee beans of the premiumPeaberryor the less expensive Arabica variety. The making of unique filter coffee is first the coffee beans are roasted and then powdered. Sometimes traditional people add chicory to enhance the aroma. They then use a filter set to separate the coffee powder dust, few spoons of powdered coffee, enough boiling water is added to prepare a very dark liquid which is called the decoction. A 3/4 mug of hot milk is added with sugar, a small quantity(depends of the people taste) of decoction is then served in Dabarah/Tumbler set which is a unique Coffee cup. Another popular beverage is strongly brewedteawhich is found in the thousands of smalltea stallsacross thestate of Tamil Naduand adjoining areas. Etiquette of Indian Dining As like in many cultures, eating and drinking are very important and widely respected across Indian culture, local customs, traditions, and religions. Etiquette varies in different cultures across India, in this paper we can consider the etiquette of Traditional South Indian culture. Use Of Cutlery Though Indian cooking uses variety of specialized utensils for various purposes, South Indians do not usecutleryfor eating , as many foods such as Indianbreadsandnon vegetarian curry are best enjoyed when eating with the hand. The traditional reason of eating with hands is: Food is divine and needs to be enjoyed with feel of touch, smell and taste. There is no joy in using a knife and fork to eat while eating. Eating with ones hands is a art that can be quite clean when it is done correctly, but may require a bit of practice. First, the hands must be washed properly, with particular attention paid to the fingernails. Traditionally having long fingernails in India is considered unhygienic. Using the fingers, the food should be scooped easily onto the flatbread such naan,roti, etc and quickly brought to the mouth. It is considered bad manner to let your food stain outside of your fingers or palm while eating and food should be eaten only with the tip of the fingers, though it is okay to use more of your hand. The plate is not to be touched and held by the left hand while eating. Not all the foods should be eaten with the hands, however. If the food is soupy, such asdaals, spoons   should be used 13.Additionally, foods such asricemay be eaten with spoons , in case of formal occasions as in a restaurant or in a buffet where food is not served on banana leaf. Traditional South Indian cutlery does not recognize the use of forks and knives while eating, limiting their use to the kitchen only. Spoons were used to eat rice in formal situation. Additionally, spoons are usually too used in a clasping motion and forks are commonly used to distribute foods from a communal dish, as it is considered very rude to touch the foods of others. Adapted cutlery use in India Amongst the upper class Indians, cutlery which has been adopted since Roman influence in the late 16th centuryis now in common use, the Romans exports of pepper lead to the introduction of cutlery in India. Amongst the upper class communities spoons and forks have been adopted from roman. Etiquette of hands The important rule of dining is to always use the right hand when eating or receiving food and never the left hand. The left hand is mostly considered as unclean, so it is advisable to use the left hand for cutlery to take food from the dish onto your plate. In rare occasion the use of the left hand is acceptable when eating onions and some other accompaniments. Only in some communities, it is now acceptable for left-handed individuals to eat with their left hands. Beef and Pork As Hindus in South India consider the cattle to be a sacred animal and beefis considered as taboo. Muslims consider thepigas uncleanand they do not eatpork, which is not generally used in Hindu cooking. Other Etiquette In formal situation, it is expected that everyone will wait for the host or the eldest person in which, the elder taking priority over the host to begin eating before everyone else starts. It is compulsory to wash their hands before sitting at the table as some South Indian foods are eaten by hand. It is not necessary to taste each and every dish prepared while eating, but you must finish everything served on the plate as it is considered a respect for served food. Echal (in Tamil Nadu), echil is a common belief in India. Echal is essentially, something which has come in contact with your mouth, your saliva or your plate while eating, something which is directly or indirectly came in contact with your saliva. It is considered as extremely rude and unhygienic to offer someone your Echal. However, not uncommon for spouses, or extremely close friends or family, to offer each other their Echal, and it is not considered as disrespectful under such circumstances. In fact, in some cases sharing Echal may be considered as a sign of closeness 13. As most of the South Indian foods are eaten with their hands, it is important to make sure that ones drinking glass should not become messy because it feels others uncomfortable. It is impolite to leave the table until others have finished or the host requests you. South Indian meals are served on a banana leaf so it must be cleaned with warm water. Vegetables must be placed on the top half of the leaf, and rice, sweets, and snacks on the other half of the leaf. The banana leaf should not be left open after completing the meal. It should be folded in such a way that the top half closes over the bottom half of the leaf. If the bottom half is folded over the top of the leaf, it is usually considered disrespectful, as this is done only in solemn situations in which one hopes it will not occur again, such as a death. References Steward, the (pb) By Dias. Books.google.com. Retrieved 2009-06-23. Chandra, Sanjeev; Smita Chandra (Feb 07, 2008). The story of desi cuisine: Timeless desi dishes.The Toronto Star. Indian food Indian Cuisine -its history, origins and influences. Indianfoodsco.com. Retrieved 2009-06-23. Louise Marie M. Cornillez (Spring 1999). The History of the Spice Trade in India. Foreign Influences in Modern Indian Cooking. Mit.edu. 1998-01-20. Retrieved 2009-06-23. History of Indian Food and Cooking. Inmamaskitchen.com. Retrieved 2009-06-23. Bot generated title ->. Veg Voyages

Paideia and Modern Educational Policy Essay -- Education Philosophy Pa

Paideia and Modern Educational Policy ABSTRACT: The lofty ideals of the classical notion of paideia, and the restatement of those principles in 1982 by Mortimer Adler and the 'paideia group' remain an unfulfilled promise in terms of the actualities of public education in the United States. The notion of an educational system for all students built upon a rigorous curriculum manifesting a framework of values to be acted out in the public and democratic forum continues to have great attraction for educators. Indeed, the notion of paideia continues to carry a sense of urgency as it should. However, the actual task of creating systems devoted to these ideals has run headlong into a political labyrinth generated by the conflict between conservative (technical/authoritative) political thought and liberal (teaching/learning theory) application. The political seductiveness of the trend towards 'standardization' currently in vogue throughout the United States (both locally and nationally) works counter to the classroom-centered/t eacher-student encounter needed to educate students capable of interacting meaningfully in their social and political world. The use of the 'standard' to teach and to measure students carries the authority of the technical and reinforces the stereotype of intellectual elitism. To bring balance to this conflict and create an apolitical design requires attention to the meditative role of the teacher and the nature of learning. There was a fundamental tension embedded in the earliest appropriation of the Greek paideia by early Christianity which continues to be acted out upon the political/ educational stage today. That tension is between valuing knowledge (text) considered as object as opposed to valuing und... ...the object, but rather its formative power which leads to understanding is the paideia of the modern classroom just as it was for Gregory of Nyssa. Bibliography Adler, Mortimer. The Paideia Proposal: An Educational Manifesto. New York, MacMillan Publishing Co. 1982. Alter, Jonathan. "Chicago's Last Hope." Newsweek, June 22, 1998. Ben-Hur, Meir. Mediation of Cognitive Competencies for Students in Need. Phi Delta Kappan. May, 1998. Bowers, C.A. The Promise of Theory. New York. Teachers College Press. 1984. Eisner, E. Teaching as Art and Craft. Educational 1983 Leadership, Vol. 40, January. Heidegger, M. On the Way to Language. New York:Harper and Row, 1974. Gardner, J. The Unschooled Mind. New York, HarperCollins, Publisher, 1991. Jaeger, J. Early Christianity and Greek Paideia. Cambridge, The Belknap Press of Harvard University Press, 1961.

The Sins of the Father Essay example -- essays papers

The Sins of the Father What happens to children severely traumatized or neglected during the first years of life? This is an infinite topic, so the focus of this exploration will be limited to three personality disorders. The symptoms of these personality disorders are diagnosed in adulthood, but their roots lie in the first 4 years of life. Erikson's growth stages of trust vs. mistrust and autonomy vs. self-doubt will form the foundation for understanding. When a child is exposed to abusive, pathological parenting during these development stages the result is often a personality disorder. Personality disorders are enduring patterns of perception, which are maladaptive and cause significant functional impairment and/or subjective distress according to the Diagnostic and Statistical Manual of Mental Disorders, edition 4. These disorders affect approximately 3% of our population and the number is probably significantly higher, except that many go undiagnosed. These people often suffer extraordinarily thro ughout an entire lifetime and cause a great deal of suffering to those who love and interact with them. It is my intent to provide a general understanding of the people afflicted with these disorders. But more importantly, the causes that take place during infancy so that possibly some day the diseases can be eradicated. I will begin with the infant who is unable to be successfully fed and soothed at birth. Infants have very minimal needs but each need is crucial. The failure to meet any of these needs causes significant difficulty in adulthood. Infants are completely helpless; a tiny baby is unable to think for itself. Almost all feelings are intense and require adult intervention to help the infant manage the intensity. Lastly, the infant has absolutely no physical ability to do anything for itself including any mobility. Take a moment to try and imagine total helplessness and dependency on another for everything, hunger, comfort, warmth, communication and even the ability to calm oneself. An infant is born in a symbiotic state in which it is unable to differentiate between itself and the primary care giver. This is the foundation of trust. The caregiver must anticipate the needs of the infant and be able to interpret non-verbal clues, since the infant has no verbal communication skills. When a primary caregiver is unable to sense when ... ...Burge Dorli Hammen Constance Borderline personality disorders: Symptoms of disfunction in young women Journal of abnormal psychology august 2000 volume 109 number 3 Firstman, Richard, and Talan, Jamie, â€Å"The Death of the Innocents†, copyright 1997, Bantam Books, New York, N.Y. Gabbard Glen O. MD, Psychodynamic psychiatry, copyright 2000 American Psyciatric press P.385-491 Gunderson, John G., â€Å"Borderline†, copyright 1984, R.R. Donnelly and Sons, United States of America. Kohut, Heinz, â€Å"The Search for Self†, volumes 3, 4, copyright 1991, International Universities Press, New York, N.Y. Roberts Donald D. Phd, Psychodynamic Psychology, Shorter term treatment of the borderline personality disorder: A developmental self-and object relations winter 2000 Volume 17 number 1 Scholte Everit M. Contemporary Psychology savage spawn: Reflections on violent children Dec 2000 Volume 95 number 6 Spitzer, Robert L., M.D., Chair at work group revision, â€Å"Diagnostic and Statistical Manual of Mental Disorders†, III R, copyright 1987, American Psychiatric Association, USA. Stern, Daniel, â€Å"The Interpersonal World of the Infant†, copyright 1985, Basic Book, United States of America.

Monarchy Essay -- Canadian History, Politics

In Canada, the type of government it should have is a monarchy. Although, there are many benefits and disadvantages to a monarchy, there are many drawbacks to having a republic government. Canada is a theatre, in which every citizen played a significant role. Of this grand production, the monarchist is a playwright who tampers with the script to give Canada the benefits, while giving the nation it’s own independence. Monarchy is a form of government in a state, in which an individual has sovereign power. The ruler is known as the monarch, which refers to the head of state or ruler of a monarchy (Makarenko, 2007). The majority of monarchs can hold the position for their lifetime; however, their authority can be transmitted in two avenues, they either abdicate the throne or pass away, and in most cases, their families succeed them (Makarenko, 2007). There are two different types of monarchy: absolute and constitutional monarchy (Makarenko, 2007). Absolute monarchy is when the monarch has complete control, while constitutional monarchy is when the monarch is recognized known as the head of state, but with certain constraints (Makarenko, 2007). Republic is a form of government, in which the people and their elected representatives hold power (Makarenko, 2007). It is an alternative to the monarchy, which focuses on the â€Å"hereditary royal lineage† ((Makarenko, 2007). The people of state with the republic government play a significant role in many decisions (Makarenko, 2007). Some examples of this are participating in elections and reforming certain things (Makarenko, 2007). The form of government that Canada orchestrated is commonly known as a constitutional monarchy (Makarenko, 2007). This includes formal authority given to the ... ...me minister who is the controller. We see this in many examples, such as when the prime minister tells the representative when to dissolve parliament. Nevertheless, the Canadian government may seem dependent on monarchial approval, in reality the true authoritative power lies within the Parliament; the monarch is merely a figurehead. . Another reason why keeping the constitutional monarchy is because it preserves and honours the historical process of becoming the country we are today. As well, it makes sure that the elected head is not the head of state. Thus, keeping powers of government distributed equally. Keeping the monarchy system in Canada has many benefits to it. There are many disadvantages to the monarchy and a republic government. Thus, the Canadian government should remain a monarchy. If nothing is wrong it, then there is no real reason to change it.

Adlerian Group Therapy Essay

According to Glanz and Hayes (1967) Group Counseling and group terapy are almost contradictory concepts to he individual not familiar with the detailed practices present and groups, counceling, and therapy. multiple counseling, group guidance, and the lmost interchangeble use of counseling and psychotherapy have added to the uncertainty of the dimensions and true nature of these new concepts. Adlerian in Group Counseling According to Corey (202) Adler was a politically and socially oriented psychiatrist who showed great concern for the common person. Indeed, many of his early clients were working-class people who struggled to make a living, raise and educate their children, and make a difference in society. Part of Adler’s mission was to bring psychological understanding to the general population and to translate psychological concepts into practical methods for helping a varied population meet the challenges of everyday life. Alfred Adler made signifi cant contributions to contemporary therapeutic practice. Adler believed in the social nature of human beings, and he was interested in working with clients in a group context. He established more than 30 child guidance clinics in which he pioneered live demonstrations by interviewing children, adults, teachers, and parents in front of community groups. He was the fi rst psychiatrist to use group methods in a systematic way in child guidance centers in the 1920s in Vienna. To fully appreciate the development of the practice of Adlerian psychology, one must recognize the contributions of Rudolf Dreikurs, who was largely responsible for extending and popularizing Adler’s work and transplanting Adler’s ideas to the United States. He did a great deal to translate Adlerian principles into the practice of group psychotherapy, and he used group psychotherapy in his private practice for more than 40 years (see Dreikurs, 1960, 1967, 1997). Dreikurs developed and refi ned Adler’s concepts into a clear-cut, teachable system with practical applications for family life, education, preventive mental health, and, especially, group psychotherapy (Terne r & Pew, 1978). Dreikurs was a key fi gure in developing the Adlerian family education centers in the United States. Work with children and their parents in a group setting paved the way for Dreikurs’s pioneering group psychotherapy.It is believed that Dreikurs was the fi rst person to use group therapy in a private practice. Adlerian interventions have been widely applied to diverse client populations of all ages in many different settings. Adlerian group therapy is an integration of key concepts of Adlerian psychology with socially constructed, systemic, and brief approaches based on the holistic model developed by Dreikurs (Sonstegard & Bitter, 2004). Objectives of Adlerian Group Therapy  ·Establishing and maintaining an emphatic relationship between clients and counselor that is based on mutual trust and respect and in which the client feels understood and accepted by the group.  ·Providing a therapeutic climate in which clients can come to understand their basics beliefs and feelings about themselves and discover why those beliefs are faulty.  ·helping clients develop insight into their mistaken goals and self-defeating behaviors through a process of confrontatio and interpretation.  ·assisting clients in discovering alternatives and encouraging them to make choices that is, put insights into action.  ·Group provides a mirror of person’s behavior.  ·Group members both recieve and give help. Techniques THE FAMILY CONSTELLATION Adler considered the family of origin as having a central impact on an individual’s personality. Adler suggested that it was through the family constellation that each person forms his or her unique view of self, others, and life. Factors such as cultural and familial values, gender-role expectations, and the nature of interpersonal relationships are all infl uenced by a child’s observation of the interactional patterns within the family. Adlerian assessment relies heavily on an exploration of the client’s family constellation, including the client’s evaluation of conditions that prevailed in the family when the person was a young child (family atmosphere), birth order, parental relationship and family values, and extended family and culture. EARLY RECOLLECTIONS As you will recall, another assessment procedure used by Adlerians is to ask the client to provide his or her earliest memories, including the age of the person at the time of the remembered events and the feelings or reactions associated with the recollections. Early recollections are one-time occurrences pictured by the client in clear detail. Adler reasoned that out of the millions of early memories we might have we select those special memories that project the essential convictions and even the basic mistakes of our lives. Early recollections are a series of small mysteries that can be woven together and provide a tapestry that leads to an understanding of how we view ourselves, how we see the world, what our life goals are, what motivates us, what we value and believe in, and what we anticipate for our future (Clark, 2002; Mosak & Di Pietro, 2006). BIRTH OEDER AND SIBLING RELATIONSHIP The Adlerian approach is unique in giving special attention to the relationships between siblings and the psychological birth position in one’s family. Adler identified five psychological positions, or vantage points, from which children tend to view life: oldest, second of only two, middle, youngest, and only. Stages of the Alerian Group Therapy STAGE 1: ESTABLISHING AND MAINTAININGCOHESIVE RELATIONSHIPS WITH MEMBERS In the initial stage the emphasis is on establishing a good therapeutic relationship based on cooperation, collaboration, egalitarianism, and mutual respect. By attending to the relationship from the first session, counselors are laying a foundation for cohesive ness and connection. Adlerians hold that the successful outcomes of the other group stages are based on establishing and maintaining a strong therapeutic relationship at the initial stage of counseling (Watts & Eckstein, 2009). Group participants are encouraged to be active in the process because they are responsible for their own participation in the group. The group situation provides sample opportunity to work on trust issues and to strengthen the relationship between member and leader. Also, by witnessing positive changes in peers, participants can see how well the group works. STAGE 2: ANALYSIS AND ASSESSMENT (EXPLORING THE INDIVIDUAL’S DYNAMICS) The aim of the second stage is twofold: understanding one’s lifestyle and seeing how it is affecting one’s current functioning in all the tasks of life (Mosak & Maniacci, 2011). During this assessment stage, emphasis is on the individual in his or her social and cultural context. Adlerians do not try to fi t clients into a preconceived model; rather, they allow salient cultural identity concepts to emerge and attend to a clients’ personal meaning of culture (Carlson & Englar-Carlson, 2008). The leader may begin by exploring how the participants are functioning at work and in social situations and how they feel about themselves and their gender-role identities. STAGE 3: AWARENESS AND INSIGHT Whereas the classical analytic position is that personality cannot change unless there is insight, the Adlerian view is that insight is a special form of awareness that facilitates a meaningful understanding within the counseling relationship and acts as a foundation for change. Yet this awareness is not, in and of itself, enough to bring about signifi cant change. It is a means to an end, not an end in itself. According to Carlson and Englar-Carlson (2008), the Adlerian approach is both insight oriented and action oriented. Although insight into our problems can be useful, it is essential that this awareness leads to constructive movement toward desired goals. It is to be noted that people can make abrupt and signifi cant changes without much insight. STAGE 4: REORIENTATION AND REEDUCATION The end product of the group process is reorientation and reeducation. The reorientation stage consists of both the group leaders and the members working together to challenge erroneous beliefs about self, life, and others. The emphasis is on considering alternative beliefs, behaviors, and attitudes. During this stage, members put insight into action, making new choices that are more consistent with their desired goals (Carlson & Englar-Carlson, 2008). There is a change in members’ attitudes toward their current life situation and the problems they need to solve. This reorientation is an educational experience. Adlerian groups are characterized by an attempt to reorient faulty living patterns and teach a better understanding of the principles that result in cooperative interaction (Sonstegard & Bitter, 2004). One of the aims is teaching participants how to become more effective in dealing with the tasks of life. Another aim is challenging and encouraging clients to take risks and make changes. References: Corey, G. (2012), Theories And Practice of Group Couneling Eight edition. United States, 2008 Brooks/Cole, Cengage Learning. Corey, G. (2009), Theories And Practice of Counseling and Psychoterapy. United States, 2005 Thomson Brooks/Cole.z

Community College Essay

Community college is made up of an atmosphere of many di? erent categories. We have your tradi? onal, untradi? onal, veterans, and single parents. Some are there to transfer and some to get an associate’s degree while one of the biggest reasons is because they simply cannot a? ord the university price. â€Å"John Holt† (Three Kinds of Discipline) is very compliable with the categories in a community college. You need a great deal of discipline to succeed here reality sets in and if you are not disciplined then you will fail out and waste a lot of money. You  will always make mistakes while being here but learning from those mistakes is what will make you a be*er student. While you a*end you will create a lot of friendships and several kinds of them. â€Å"Judith Viorst† (Friends, Good Friends, and Such Good Friends) you will have your convenience friends, your historical friends, opposite sex friends, and in? mate friends. Your tradi? onal students are the students that a*end college right a/er they get out of high school or are under the age of 25. untradi? onal students are your students that are above the age of 25 and are a*ending college to move up in their job or just wan? ng a career the  needs a type of degree so they go to school. Veterans are a*ending the school to become a higher rank in the military or because they are searching for a new career a/er they 3nish there term. There are also single parents that work a full ? me who a*end the school at night while there kids are at a babysi*ers house or with a friend they go to be promoted in their job the job sends them to get a degree or they could be a young parent who needs to get credits so that they can get a good job to provide for their family. To be disciplined at college could poten? ally be the most important aspect to be a successful student. The reality sets in and students quickly realize they need to discipline themselves to study, do homework, and write essays. Discipline of a superior force is another way students can succeed as well. This may help because fear of disappoin? ng an instructor or a parent. A lot of friends will be made as you a*end college you will have di? erent groups of friends as well. You will have your convenience friends who you see as you are wai? ng in between classes and small talk about li*le things some of them you get along with and talk every day and others you’ll talk with once a week and possibly never even get their name. You  have your historical friends who you have grown up with since elementary school and can talk about anything with these are the friends you hand out with out of school with you go out to par? es with, watch spor? ng events and 7at out just hang out with. You meet some friends that are the opposite sex as you these are the ones who you may try a li*le too hard to impress or you might get along great with them great you may even become in? mate friends which is being in a rela? onship with them you could even possibly marry them. These are the categories that make up the atmosphere of community college and the kinds of students that make it up.

Designing lesson tasks and materials

TASKS AND MATERIALS DESIGNED Willis ( 1996 ) has proposed a elaborate model for forming lessons which involves the phases of pre-task, undertaking and linguistic communication focal point. In the first phase, the instructor introduces the subject and pupils are involved in a communicative undertaking that will assist them remember words and phrases and brainstorm thoughts that might be utile in executing the chief undertaking. What follows is what Willis calls the ‘task cycle’ in which scholars perform the existent undertaking, in braces or groups. Then, they prepare a study and show their findings to the category. As Manolopoulou-Sergi references, â€Å"after that is their attending directed towards specific characteristics of linguistic communication signifier† ( Manolopoulou-Sergi et al. , 2004:171 ) . In add-on, as Carless observesâ€Å"the post-task stage can besides lend to reminding students†¦that while the undertaking may hold been gratifying, there were serious larning purposes underpinning it†( Carless, 2007:604 ) . The three adapted undertakings follow the aforesaid undertaking construction proposed by Willis. Undertaking 1 ( see Appendix II ) focuses on developing reading, listening, speech production and composing accomplishments utilizing communicative teaching method in a series of undertakings taking to steer pupils in developing the accomplishments necessary to form an original travel path. The subject is derived from the text edition ‘On Screen’ but everything else has been changed. More specifically, the pre-task or ‘warm-up’ activity attempts to trip content scheme, pulling on students’ bing cognition ( see Appendix II ) . The existent undertaking is a saber saw reading undertaking which serves both as an reliable input and it is besides an illustration of the mark undertaking pupils are so asked to make. In finishing the mark undertaking, pupils need to entree Google maps and follow the finish described in the reading text. Therefore, scholars will go more familiar with some tourer sites in Athens, every bit good as let the usage of engineering in a purposeful manner as they may be asked to make in existent life. Furthermore, pupils in groups of 2 or 3 are asked to develop a twenty-four hours path in their country for a friend abroad taking into consideration his/her likes and disfavors ( see Appendix II ) . Giving pupils the chance to seek on a different country will ask ‘coaction and interaction’in order to successfully finish the undertaking ( information spread ) . In add-on, though this undertaking pupils will develop travel related vocabulary. Students are so asked to show their paths in forepart of the category which will actuate them to make well-designed and interesting paths. Finally, in the post-phase, the instructor leads a treatment on the completed undertaking ( the presentation ) which will unite a linguistic communication focal point every bit good as acknowledging of import information from the publi shed article that should hold been included in the students’ presentation. What follows is a repeat of the schemes of a well-designed presentation/speech ( mentioning to a old unit ) and an existent presentation of the published article, therefore, giving scholars the chance to pattern the process and linguistic communication of a presentation one time more. Traveling on to Task 2, as a pre-task pupils are asked to bring forth a text ( see Appendix II ) through quickwriting. The undertaking is contextualized by supplying a intent and audience. Students are so encouraged to compare their quickwritings with another schoolmate and make up one's mind on a intent for composing. Therefore, pupils are asked to reflect on their Hagiographas and assist them develop schemes required in cognition transforming. In the task-cycle pupils are foremost introduced to a gap-filling activity which may non be an open-ended, procedure oriented activity or may non supply for specific written results, but will prosecute scholars in originative and synergistic ( with the speech production activity at the terminal ) state of affairss bring forthing thoughts for the existent authorship and giving scholars a feeling of success. Then, what follows is a 2nd bill of exchange and a alteration of it where pupils have the opportunity to measure their equals at a non-fin al phase with the aid of specific rating points. Through this, pupils are encouraged to portion ( verbal studies ) among themselves and assist them understand what goes in the writer’s and reader’s head and what schemes to utilize in order to acquire intending through a text ( metacognitive scheme ) . Furthermore, the following and concluding phase involves linguistic communication consciousness exercisings which are designed with the lone intent to bring forth more thoughts before pupils start composing their concluding bill of exchanges ( see Appendix II ) . Overall, this undertaking and the three phase intervention of composing a text is to let pupils to command, modify and farther develop their merchandise. Geting started can be hard and therefore, in the 3rd undertaking the instructor foremost introduces the subject and encourages scholars to brainstorm thoughts with the usage of wordlists ( see Appendix II ) . Then, in the task-cycle pupils are divided into groups sharing thoughts on a problem-solving activity where they have to come up with a text utilizing specific words and phrases given by the instructor. This collaborative authorship is particularly valuable as it involves other accomplishments as good ( e.g. talking ) . In add-on, this problem-solving activity will advance dialogue of significance andâ€Å"push scholars to prosecute in checking and clear uping as they go along†( Skehan, 2002:291 ) . Once each group has completed the text, they will be encouraged to show it in category and the remainder of the pupils to notice on it, therefore paying attending on signifier by holding the chance to ‘become teachers’ . Finally, in the last phase there is a liste ning activity in which pupils are asked to place specific words from the wordlist and so make full in the spreads of the paragraphs ( see Appendix II ) . The post-task stage is a opportunity to concentrate on linguistic communication and as Carless saysâ€Å"it is important to take the kids see the connexion between the undertaking they have merely done and some linguistic communication work†( Carless, 2007:601 ) . Scaling AND SEQUENCING CRITERIA Rating and sequencing of undertakings is so a major challenge for instructors and task-based course of study interior decorators. Therefore, a figure of theoretical accounts and standards for rating and sequencing undertakings have been developed. Two of the most popular models for the sequencing of undertakings are Skehan’s ( 1996 ) and Robinson’s ( 2001 ) . Although the procedure of rating and sequencing undertakings seems arbitrary and harmonizing to teachers’ judgement, I have chosen Robinson’s model to place ‘task complexity’ and later usage for the scaling of my undertakings. The ground for taking Robinson is as Steenkamp et Al. specifies â€Å"Robinson conducted research to find the function of undertaking sequencing in learners’ production† ( Steenkamp et al. , 2011:13 ) and I am covering with a productive country, that of authorship. Robinson distinguishes three factors that influence the complexness of a undertaking viz. â€Å"cognitively defined undertaking complexness, scholars perceptual experience of undertaking trouble and the synergistic conditions under which undertakings are performed† ( Robinson, 2001b:27 ) . Task trouble and undertaking conditions are factors that might act upon methodological analysis and the determinations instructors will be asked to do for successful undertaking completion, but as they deal largely with learners’ affectional sensitivity and ability factors they can non be manipulated beforehand. In contrast, as Robinson states â€Å"undertaking complexness is the exclusive footing of pedagogic undertaking sequence† ( Robinson, 2007 in Steenkamp et al. , 2011:18 ) , and it has to make with the undertaking itself. Therefore, it can be manipulated and predicted in progress. Furthermore, Robinson claims that â€Å"the greater the cognitive demands of a undertaking , the more they engage cognitive resources ( attending and memory ) an so are likely to concentrate attending on input and end product which will hold public presentation effects† ( Manolopoulou-Sergi et al. , 2004:176-177 ) . Along these lines, I focused on the factors that influence cognitive complexness such as  ± individual undertaking,  ± prior cognition,  ± planning clip,  ± there and now,  ± concluding and more ( see Appendix III ) . In peculiar, the undertakings presented in the old subdivision are sequenced this manner chiefly because I want scholars to set about activities which become progressively demanding, i.e. traveling from comprehension-based activities ( saber saw reading/ Task 1/ see Appendix II ) to controlled production activities and exercisings ( pros and cons of nomadic phones/ Task 2/ see Appendix II ) and eventually to activities affecting reliable communicating and interaction ( carnival/ Task 3/ see Appendix II ) . Additionally, undertakings with closed results ( Task 1 ) should be presented before more open-ended undertakings ( Task 3 ) as they will be easier to carry through and participants can direct their effects more purposefully as there is merely one correct re ply ( see Appendix IV B ) . Furthermore, undertakings affecting duologues should continue those affecting soliloquies every bit good as describing speeches/ presentations that might be extremely complex for scholars and need truth and eloquence to be accomplished. All three undertakings include consciousness-raising activities ( listening or reading transcripts of comparing, see Appendix II ) so as to â€Å"diminish the cognitive burden of the chief undertaking which comes afterwards. Therefore, scholars can be induced to remember conventional cognition they already have which is relevant to the undertaking they will make† ( Manolopoulou-Sergi et al. , 2004:180 ) . Similarly, the undertakings require mention largely to events go oning now as the attending is drawn on learners’ eloquence although much more cognitively demanding mention to events go oning elsewhere in clip and infinite could be added.â€Å"There is flexibleness in timing and grouping, with alternate functions being assigned to pupils at different times, and groups being rearranged in different ways, to supply more chances for students to ordain different roles† ,( Carless, 2002:394 ) . Another factor taken into history in sequencing undertakings is one manner or two manner constellation of information. â€Å"In a one-way constellation, all of the information related to the undertaking is given to one scholar who must pass on it to the other. In a bipartisan constellation the information is related to the undertaking is distributed among all of the scholars who must portion and incorporate it. In this respect, one manner undertakings promote less dialogue of intendi ng than two-way undertakings which affects the complexness of the tasks†( Ahmadi, 2014:338 ) , and hence should continue bipartisan undertakings. Finally, clip force per unit area put on pupils ( which will overload students’ attending ) and the support they have from their instructor or other scholars ( more support will perchance ease the undertaking ) are taken into history. Gradually increasing the complexness of undertakings is of import as it â€Å"may motivate scholars to look for more and more aid in the input, go toing to facilitative signifiers made salient by teacher intercession† ( Manolopoulou-Sergi et al. , 2004:178 ) . However, what is more of import for me is to increase the complexness of pedagogic demands in order to bit by bit come close the complexness of the existent universe.

Group Process Paper

Doing this project on India together with Laura, Patrick, and Tsukasa has been very satisfying. I usually do not like to work in groups because I end up doing everything; however this project was truly an exception. It was a very interesting project in which you learn a lot not only from the assigned country but from the teammates. I was pretty much the leader by establishing dates and meetings, and assigning parts to everyone. Still, everyone cooperated equally and very responsibly.Patrick always had good and interesting information to share, Tsukasa did a superb effort and did her work best as she could, and Laura aided tremendously with the powerpoint presentation. Each team member was very committed and motivated, as well as optimistic. I am glad that we never had any type of conflicts; we pretty much seemed to bond and agree on everything. I guess this is not the typical team project you usually have to do. Beyond that, it is an opportunity to bond and get to know your teammates in a deep way.We were very lucky to all be international students; and nothing against Americans, but I prefer it! We even went for lunch once and talked a lot about Germany, Japan, and the Dominican Republic. If I had to choose a team for a class project, I would choose my team without thinking about it twice. It was a fun, and interactive project with excellent teammates. We all learned together about India, as well as from our different cultures!

American Environment History Essay Example | Topics and Well Written Essays - 1000 words

American Environment History - Essay Example These environmental events were selected for these distinctively exhibit the impacts of socio-political and technological activities affect the natural environment. However, this paper acknowledges its limitations as there are other significant environmental phenomenon across the history of the U.S. Dust Bowl The Dust Bowl in the U.S. during the 1930s was an environmental disaster characterized by the erosion of the large portion of the Great Plains. Dust storms have brushed off top soils resulting in a 75 percent loss of the original land in the 1940s (Hornbeck 2012). This phenomenon affected Oklahoma, New Mexico, Kansas, Colorado, and Texas, whose lands dried up and blown away. Simply, the drought in this area caused the soil to dry up and converted into dust (Heinrichs 7). The Dust Bowl phenomenon has caused massive damages to the lives, properties, and livelihood of the people in the Great Plains during the 20th century. This environmental catastrophe may be associated with the i ncreasing development of the country. Prior to the incident, the Great Plains was considered to be a conducive area for living. Thus, human civilization and activities transformed the grassland into settlements (Porter 20). This is the first manifestation of how technology and advancement may reshape the conditions of the environment. Further activities and development in the area includes the rise of their economy, whereby encouraging the increase of population. As people inhabited the area, technological advancements like trains and farming activities were visible and increasing in the Great Plains (Porter 20). These human activities together with the improper land use contributed to the existence of the Dust Bowl. Again, this demonstrates how advancements and industrialization affect the environment. In effect of these poor practices and the drought, dusts were wiped of the land surface that covered most of the Plains. This has damaged agricultural land and domestication, which i n turn impact the lives and livelihood of many families in the Plains. Hence, food production in the area has become very difficult. For instance, 50 percent of the cattle in the Great Plains were destroyed while the others were given to the Federal Surplus Relief Corporation as it has become unfit for consumption (Timeline). Nuclear Power Generation Nuclear power is a technological advancement from aid communities in generating electricity at a low cost. According to the United States Environmental Protection Agency, nuclear energy or power stems from the â€Å"splitting of uranium† or fission, which in turn will produce steam to generate electricity. In the U.S., commercial nuclear power has been one of the most important sources of electricity with a 20 percent contribution to the country’s electricity source from the 90s to today (Rogers 6). Although nuclear power generation has less utilization, it cannot be denied that nuclear power has adverse impacts to the env ironment, which is evident in the environment in the 20th to the early 21st century. However, the country still continues to maximize nuclear power due to low operational costs and high reliability. This technological advancement impacts the environment through thermal pollution. That is, nuclear reactors is capable of producing â€Å"waste heat† (Hester and Harrison 93-94). A nuclear power plant may produce 50 percent more heat than

Housing in UK Master Essay Research Paper Example | Topics and Well Written Essays - 1750 words

Major Causes of Rising House Prices in the UK - Research Paper Example Over the last thirty years, the housing prices in the UK have increased in real terms by nearly three per cent a year. This is in contrast to other countries like France, Sweden and Germany where real estate prices have remained broadly constant or even declined. The determination of prices in local and regional housing markets is a classic example of microeconomics in action. Each housing transaction in the UK depends on the price the seller is willing to sell his property and on the price the buyer is able to pay for it. Buyers place offers for a property that the seller can either accept or reject. When the market demand for properties in a particular area is high and when there is a shortage of quality properties (i.e. supply is scarce) then the seller has the upper hand. This is because there is likely to be excess demand in the market for good properties. Sellers can wait for offers on their property to reach (or exceed) their minimum selling price. Often multiple offers fuel an increase over and above the asking price. When demand both for new and older housing is weak and when there is a glut of properties available on the market, then the power switches to potential buyers. They have a much wider choice of housing available and they should be able to negotiate a price that is lower than the asking price.  When the demand for houses in a particular area increases due to say, an increase in population into the area, or a rise in incomes due to job growth etc., there is upward pressure on market prices.  

Virtual Team Management Essay Example | Topics and Well Written Essays - 500 words

Virtual Team Management - Essay Example There were essentially two teams that worked in co-existence. The experience was a learning one because it taught me as an individual how to get along with people in the form of a virtual team. This experience also instilled in me the confidence to interact with people of my age and position to acquire new knowledge domains and thus get acquainted with the changing trends in the world of IT and indeed the business realms. I learned a number of different subjects during this virtual team experience which happened on a sudden basis. I did not have any prior experience of such a virtual team but this experience taught me quite a few aspects which are very dear to me now. The IT manager at my end told us beforehand that the individuals within the virtual teams, who would show outstanding attitudes and a habit to do things as they are asked of them, would be provided with additional incentives. This was my job for a very short time but I gained quite a lot. The virtual team management experience was also interesting because it asked all of us team members to be treated as one group rather than as separate individuals. Whatever the one team said was automatically perceived as our collective word and thus the whole approach brought in quite a few positives for the organization. It made us feel contented with what we were doing and how we were carrying out tasks and activities whilst being a part of the virtual team management experience (Ocker & Fjermestad 2008). The encouragement to do something new and novel was always there, and this was one of the reasons why I enjoyed the whole virtual team management set up. I am aware that this demanded quite a lot of time and space for the virtual team, and thus it would be reasonably sound that I shall gain more knowledge about such IT related subjects in the future. In this day and age, it is always good to know a thing or two about the IT set up architectures and since I am very interested in such discussions, one

Music under Stalin Essay Example | Topics and Well Written Essays - 1000 words

Music under Stalin - Essay Example The RAPM which dominated the 1920s and 1930s also advocated for anti-Western aesthetics that could be seen in works such as Lady Macbeth and led to the realization of the commencement of the Soviet musical history. Members of this group such as Marian Koval became one of the greatest critics of the works of Shostakovich (Edmund 2000, p. 88). There were other groups that were not as influential as RAPM such as Muzyka-massam which translates to music to the masses founded in 1929 to produce music to the citizens. Much, later, there has been political meaning given to the music written by Russian composers such as Shostakovich in which the works were overtly propagandist in nature such as the Eleventh Symphony that were a protest against the Soviet Union under Stalin. Shostakovich also composed music that could be said to be formalist when the RAPM was influential such as the opera â€Å"The Nose† and the ballets â€Å"Bolt and The Golden Age† that showed disdain for the m usic performed by RAPM. Despite the good works by artists such as Shostakovich and Prokofiev amongst other composers, they underwent a lot of repression in the year 1948 when the regime through its secretary general issued a decree denouncing them for their formalism and thus their music was suppressed with no publications or performances. Music under Stalin The Soviet regime’s under Stalin and those who adopted Stalinism had a stranglehold on the music that was supposed to be produced and composed that made creativity a difficult affair. However, some artists such as Shostakovich, Prokofiev and others managed to create musical masterpieces with distinct messages mainly to counter propaganda and inspire revolutionary purposes amongst the masses (Fairclough 2012, p. 68). There is still very limited understanding of the Soviet reality as concerns the music that was played and performed under Stalin. This incomprehension often leads to the misunderstanding and misrepresentation of the motivations and activities of those who composed and performed music including their meaning in the Soviet Union under Stalin. For example Shostakovich rarely explained his musical pieces with a program emphasizing no reference or illusions to his attitude towards the Soviet regime. Instead, he preferred confiding in a circle of friends whom he could t rust as discussing his music elsewhere would have killed his musical career. The revered Russian composer Rodion Shchedrin states that during the 1950s, nobody wanted to go to the gulag as at that time there was no independent judiciary in Russia as the Communist party was the only jury with Stalin as the assumed judge. There is clear evidence that music was mostly composed for the omnipotent regime which sought to control the citizens both physically and spiritually as shown by the music of Prokofiev and Shostakovich. These two geniuses of Russian music were later accused amongst other Soviet musicians of not composing music that was accessible to the masses with their music christened ''antinarodnaya† which implied that their music was against the people. In â€Å"The War Symphonies: Shostakovich against Stalin† by Larry Weinstein, the author states that the film is clearly made to counter the propaganda of the

Managerial Financial Resources and Decisions Research Paper

Managerial Financial Resources and Decisions - Research Paper Example Certain debt agreements impose business restrictions. These restrictions may impair the firm's borrowing abilities C) Appropriate sources Though Wal- Mart Stroes Inc. is properly appropriately financed at present financed with as most of its finance has come through equity contributions. It is low geared company as its debt equity ratio is 0.60. That company may not be playing on gearing but the equity holders are in control with the affairs of the company. Further financing can be raised though debts in case the company intend to take advantage of the gearing. However, at present the company is appropriately financed. Question No. 2 a) Cost of different sources of funds; Costs of Public Issue Costs of Public issue depend upon the size of issue and the level of marketing adopted. The important expenses normally incurred for a public issue are as under: Underwriting expense, Brokerage, Fee to the mangers to the issues, Fee to the Registrars to the issue, Printing Expenses, Courier and Postage expenses, Advertising and Publicity Expenses, Listing fee, and Stamp duty. Public offer of debt The mechanisms for a public offer of a debt security are much the same as that of a public offer of equity. But a debt issue cannot be made unless credit rating from a credit rating agency is obtained and disclosed in the offer document. So rating agency's cost is in addition to cost of public issue Obtaining term loan This is perhaps the cheapest source o obtaining long term finance, as generally the dealings between company and the financial institution providing the loan do not invite costs of the type involved in public issues. However, the company has to pay for professional for obtaining feasibility and other reports. b) Importance of... The mechanisms for a public offer of a debt security are much the same as that of a public offer of equity. But a debt issue cannot be made unless credit rating from a credit rating agency is obtained and disclosed in the offer document. So rating agency's cost is in addition to cost of public issue This is perhaps the cheapest source o obtaining long term finance, as generally the dealings between company and the financial institution providing the loan do not invite costs of the type involved in public issues. However, the company has to pay for professional for obtaining feasibility and other reports. Financial planning is part of a larger planning system in the firm. The planning process begins with a statement of the firm's goal or mission, which is usually stated in qualitative terms. From the mission of the firm, the strategy is derived which defines the products or services the firm will produce and markets it will serve. To support the strategy, policies and budgets are developed in various areas such as research and development, production, marketing, personnel, and finance. A financial planning represents a blue print of what a firm purposes to do in future. Financial planning have generally the following elements: 3.