Analysis Of Miss Havisham s House - 958 Words

Setting: I believe that the setting of this book is between the late1800’s and early 1900’s in England. This is important because it influences the way they dress and the way they speak. I don’t think this story could take place anywhere else because the way they dressed and spoke isn’t very common in many places. Also, the way the places are described in the book, making it sound like England. The book says that Pip moved to the wonderful London. Another setting in the book was Miss Havisham’s house. Dickens describes Miss Havisham as the â€Å"witch of the place.† In the beginning of the book Pip spends most of his time there. There Pip meets the lovely Estella where he falls in love with her. He also meets the old\ Miss Havisham a old woman that helps and hurts him. Miss Havisham and the beautiful Estella live alone with servants. At Miss Havishams house Pip and Estella play cards when he stays there. At her house Miss Havisham has a room full of bugs and old food from her wedding. Another Setting in the book is his warm house. This setting is important because it’s where his adopted family lives and it is really close to him. His house is out in the middle of nowhere near a cemetery. His house is also the blacksmith shop. He lives with his mean sister and her nice husband, Mr. and Mrs. Joe Gargery. After his sister dies he leaves his house to go to London. Character: The Main Character of the book is Pip Pirrip. In the beginning of the book he is very young and livesShow MoreRelatedCharles Dickens Great Expectations1942 Words   |  8 PagesDestructive revenge is never justified. Unfortunately for Miss Havisham, this realization does not occur until near the end of Charles Dickens novel, Great Expectations. Although Miss Havisham s desire for revenge is understandable and natural, it conflicts with her moral maternal obligations in raising her adopted child, and now almost two centuries later, through psychoanalytical analysis, her narcissistic history may be seen as forewarning of the generations to come. Great Expectations is aRead MoreDifferences Between Two Female Characters2042 Words   |  9 PagesThe most important aspect of comparison between two female characters is that each of two deny change forcefully and getting stuck in the past. It was noticed by pip when he first met Miss Havisham that â€Å"her watch had stopped at twenty minutes to nine, and that a clock in the room had stopped at twenty minutes to nine†.(Great Expectations 101)One of the most astonishing trait of her character is that she stuck herself in the time when she was deserted by her lover. She was joyfully getting readyRead MoreGreat Expectations for All Essay1835 Words   |  8 Pagesyoung Pip lives in impoverished house in Kent, England with his sister, Mrs. Gargery and her husband, Joe Gargery, a blacksmith. Here he is constantly beaten into submission by his caring sister. When these beating fail to correct Pip he is then subjected to the atrocious tar water. Then one evening while masquerad ing as a pleasant hostess, Mrs. Gargery learns of a splendid opportunity for Pip, the privilege to travel to a wealthy mistress’s house, Mrs. Havisham’s house. Unbeknown to Pip, he is the

Vi. Contingencies. Unexpected Events In The Marketing Plan,

VI. CONTINGENCIES Unexpected events in the marketing plan, sales projections, revenue and unpredictable target market reaction, depend on factors outside Wolf’s control. As a result, contingencies necessary to mitigate those risks include provisions for action when the unexpected results materialize. The following table of risks is an attempt to identify the sources of uncertainty and analyzes the likelihood of an event taking place. It includes a potential risk, an evaluation of the level of probability and impact, as well as plans to mitigate those risks. Internal: RISK PROBABILITY IMPACT MITIGATION Loss of key marketing personnel High Med Incentive plans. Each team member will share in the success of the project at the conclusion of†¦show more content†¦If not, then outsourcing legal counsel is required. Underperforming referral process Med High Training is key to the success of this undertaking. Team members need to fully understand the importance the hospital referral process is to the success of the operation. Hospitals need to be given an incentive to refer patients. First and foremost is a quality product that they would want to send their loved ones to. Competition High Low When the word gets out that the solution is generating revenues, the competition will follow. At that time Wolf will be the market leader, so the impact will be low. Natural disaster Low High In the event of a natural disaster, the team will follow the company’s disaster recovery plan. Miscalculating target market Med High Perform thorough market research. Survey potential customers. increase in costs Med Low Build in contingency costs into the Budget Surge in demand Med Low The impact of a surge in demand effects cash flow. This is a case where operational expenses increase more than expected putting a great demand on cash. This positive results problem needs to be communicated immediately to the executive team. Reduction to the impact of the risks outlined above, as well as other unidentified risks, depend on continuous monitoring by the marketing team. Therefore, it is essential to add the topic of risk as a line item discussion to the weekly team meetings with documented meeting minutes used inShow MoreRelatedRIXOS Essay6460 Words   |  26 Pagesï » ¿Running head: Rixos Rixos Hotel in Kazakhstan: Rixos President Astana and Rixos Almaty Marketing Project Subject Instructor: Group # Semester Marketing Plan: I. Executive summary II. Current marketing situation A. Market overview i. Market demographics and needs ii. Market trends and target market growth B. SWOT analysis i. Strengths ii. Weaknesses iii. Opportunities iv. Threats C. Competitive and industry analysis D. ProductRead MoreCase Studies from Gareth Jone - Ob8052 Words   |  33 Pagesitself. Teaching Objectives 1.To show students how the power structure in an organization changes as contingencies—from the environment and technology—change.2.To expose students to the sources of conflict in organizational settings.3.To provide a vehicle for an action plan to resolve organizational conflict and devise a strategy for  change. Based on real people and events, the case is best used after Chapter 14, on conflict and politics, so students have can analyze the power structureRead MoreBaked by Melissa7985 Words   |  32 PagesBAKED BY MELISSA MARKETING PLAN May 2 , 2011 nd TABLE OF CONTENTS: I. Executive Summary II. Situation Analysis o Market Summary ï‚ § Target Market Demographics ï‚ · Geographic ï‚ · Demographics ï‚ · Behavior Factors Market Needs Market Trends Market Growth o SWOT Analysis ï‚ § Strengths ï‚ § Weaknesses ï‚ § Opportunities ï‚ § Threats o Competition o Product Offering o Keys to Success o Critical Issues III. Marketing Strategy o Mission o Marketing Objectives o Financial Objectives o Target Markets o Positioning oRead MoreBlue Spider Project4943 Words   |  20 Pages.......†¦...3 3. PROBLEM ASSESSMENT RECOMMENDATIONS †¦...†¦.6-21 I. The Roll of the Project Office II. Project Manager Skills III. Team Selection Process IV. Communication Break Down V. Budget Control VI. Risk Management VII. Measurement 4. CONCLUSION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.................20 5. BIBLIOGRAPHY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.............†¦.21 1. EXECUTIVE SUMMARY The Blue Spider Project is an example of how a project managerRead MoreKirklands vs Pier One4858 Words   |  20 PagesKirkland’s And Pier 1 Imports I. EXECUTIVE SUMMARY Kirkland’s Inc. and Pier 1 Imports are among the major players represented in the retail home dà ©cor industry, where there is a constant demand to provide the right merchandising mix and marketing program for consumer attraction. However, in recent years there has been a decline in the retail home dà ©cor industry. Consumers have cut spending in anticipation of the continuing rise in gas prices, unemployment rates, interest rates, consumerRead MoreForce Majeure Clauses and Construction Contracts8137 Words   |  33 Pagescontracts are to clarify responsibilities (including performance and payment obligations) and to allocate risk. It is in regard to the latter purpose that the concept of force majeure plays an important role. Such clauses serve to deal with the risk of events which fall short of frustration. Such clauses can be successfully employed to recognize industry or project specific risks. By way of example, a number of years ago the writer dealt with a pipeline claim that arose from the delayed completion of aRead MoreEffect of Risk Management in Oil and Gas Industry10589 Words   |  43 Pagesindustry experience a number of risks in the supply chain of oil and gas and petrochemical as by products. These risks are inherently inculcated into the supply chain of oil and gas and related products ranging from the exploration, production, and marketing of oil, gas and related products. Quantitative and qualitative research will be conducted into the effects of these risks has revealed a strong relationship between the concepts of risk management and other risk management strategies on the productRead MoreManagement Control Systems as a Package13705 Words   |  55 Pagescontrol practices as a package in a growth ï ¬ rm context by paying particular attention to the couplings among cultural, personnel, action and results controls. The analysis focuses on two different management control packages in the face of similar contingencies at differ ent points of time. The paper argues that the functionality of a control package depends on internal consistency, speciï ¬ cally on the reciprocal linkages of design and use between a primary mode of control and other control elements. MoreoverRead MoreAdl 01 - Principles and Practices of Management Study Material.Pdf Uploaded Successfully30836 Words   |  124 Pagesmanagement i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. Introduction: Managers and management What is an organization? Why do organizations exist? The nature of Management What is management? Who are managers? Management Functions Management process Managerial Roles Managerial skills Levels of Management Schools of management thought Chapter 2: Management planning process i. ii. iii. iv. v. vi. vii. viii. Introduction: Planning Origin and Definition Why should managers plan?-Advantages ApproachesRead MoreManual Of HND Marketing Planning Fina14769 Words   |  60 PagesHND Business- Unit Manual- Unit 14- Working with and Leading People UNIT MANUAL (STUDY GUIDE) Marketing Planning Unit 19 HND BUSINESS N E NELSON COLLEGE LONDON L S O N C O L L E G E Copy right Author Editor Version Nelson College London Alfred Mbeteh Nazim Uddin V1-August 2013 HND Business- Unit Manual- Unit 14- Working with and Leading People TABLE OF CONTENT Table of content ...........................................................................................................

The Provision of Medicare Services-Free-Samples for Students

Question: Identify and Explore how Jehovah's Witness Woman has Potential Impact on the woman and her unborn baby accessing maternity care and receiving quality Prenatal Care. Answer: Midwifery The healthcare sector is one of the most sensitive areas of concern as far as healthy living of every individual is concerned. However, there is a collision of approaches of the provision of Medicare services emanating from the fact that patients are endowed with particular right regarding the choice of medication. The Medicare providers do not have much power to object their patients preferences hence calling on for harmony creation to find a long lasting solution whereby none of the parties will be feeling unconsidered. In particular, the midwifery department proves critical due to the complications underlying the sector. Arguing along that line, Jehovah witness women do not condone the blood transfusion, an activity that could lead to serious health problems. Medically, blood transfusion is very important in saving ones life and enhancing fast recovery. In this case, assessing the impacts of the refusal of blood transfusion by pregnant Jehovah witness woman and her unborn baby wil l be important in gaining the in-depth understanding of the subject. Denial of blood transfusion in a situation of antepartum hemorrhage by the pregnant woman could predict prolonged labor pains during delivery. Actually, during prenatal care, there is a tendency of a pregnant woman to experience antepartum hemorrhage (Hubbard, Waters Yazer, 2015). Labor pains are directly related to the level of hemoglobin the pregnant woman has during delivery. Actually, with a small degree of hemoglobin, blood-pumping nature of the heart to evoke expansion and contraction of vaginal canal will be reduced. Antepartum hemorrhage commonly occurs in the early week of pregnancy. It is worth noting that during such time, the pregnant woman is in dire need of extra blood through a process called blood transfusion. Loss of blood may be internal as well as vaginal. Also, the refusal of the pregnant woman during prenatal care can lead to the formation of the unhealthy fetus. The unborn child might contract sickle cell anemia due to lack of essential blood elements before bi rth (Hubbard et al., 2015). Since the fetus receives food and other key elements of growth through blood, failure to accept blood transfusion will cause abnormal growth of the fetus. Hendriks, Zwart, Brit, Brand and van Roosmalen (2013) posit that inability to receive blood on time from the mother can lead to internal disease infections that could damage the reproductive system to the extent of paving the way for infertility. In fact, hemorrhage may occur during prenatal care due to sexual intercourse. The different weight of the fetus may also prove disastrous hence leading to blood loss (Kidson?Gerber et al., 2016). Hemorrhage implies that some internal organs of the pregnant woman have been injured. In that case, blood transfusion more so installation of white blood cells that take care of immunity and infection, as well as platelets that facilitate coagulation of blood to aid in clotting, is necessary. Injured nature of the reproductive system of the pregnant woman will undoubtedly lead to infertility hence rendering her infertile. Lack of blood transfusion may lead to contracting of anemia by the pregnant woman during postpartum hemorrhage. The implication is that the woman will continue facing challenges regarding blood loss even after giving birth. The situation worsens particularly when cesarean delivery is detected. Undergoing Cesarean implies that a lot of blood will be lost hence putting the mother at risk of dying due to delivery failure (Kim, Lee Kim, 2015). The standard delivery also might call for blood transfusion. Although the child born might be safe after childbirth, there are cases where placental fragments are left inside the uterus. Removal of placental fragments paves the way for hemorrhage hence proving blood transfusion necessary to save the mother from contracting anemia. In conclusion, blood transfusion is essential for the well-being of the unborn child and the mother. White blood cells, platelets, and the plasma are important blood element critical to healthy pregnancy and delivery. Jehovah witness women should consider blood transfusion to evade unnecessary maternal complications. References Hendriks, J., Zwart, J. J., Brit, E., Brand, A., van Roosmalen, J. (2013). The clinical benefit of blood transfusion: a hypothetical experiment based on a nationwide survey of severe maternal morbidity.Vox sanguinis,104(3), 234-239. Hubbard, R., Waters, J. H., Yazer, M. H. (2015). Heterogeneity in Blood Product Acceptance Among Antenatal Patients of the Jehovah's Witness Faith.Obstetrics Gynecology,126(5), 974-977. Kidson?Gerber, G., Kerridge, I., Farmer, S., Stewart, C. L., Savoia, H., Challis, D. (2016). Caring for pregnant women for whom transfusion is not an option. A national review to assist in patient care.Australian and New Zealand Journal of Obstetrics and Gynaecology,56(2), 127-136. Kim, T. H., Lee, H. H., Kim, J. M. (2015). Recommendations for postpartum hemorrhage in women who decline blood transfusion.Acta obstetricia et gynecologica Scandinavica,94(7), 786-786.

The Truth About Falling Water free essay sample

Water falls. No, I did not say â€Å"waterfalls,† as in a river rushing over a cliff. I mean water falls – H20 descending from somewhere due to gravity. The first is a sentence, noun and verb, subject and predicate; the other is simply a noun, yet if read aloud, you cant tell the difference. It all depends on your perspective. You see, if I read this to you and you simply  ­listened, you would have assumed I was talking about waterfalls, the kind people take pictures of. However, Im sorry to inform you that Im talking about something completely different. Its your turn to look at something from my point of view, my perspective. â€Å"Im going for a run,† I tell Dad as I adjust my headphones under my headband. He looks at me incredulously. â€Å"Why on earth would you go right now? Have you looked outside?† He pulls up the blinds in an  ­effort to prove his point. We will write a custom essay sample on The Truth About Falling Water or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The sky is a heavy gray, pouring rain pounds the pavement. â€Å"Its miserable out there. Much better to stay inside †¦,† he trails off, distracted by something on the computer. â€Å"I think its beautiful,† I whisper as I slip out the door. My feet pound the ground in an unplanned perfection, keeping time with the music in my head. The rhythm is matched by labored breathing and swinging arms. One, two, three, four, breathe. One, two, three, four, breathe. The repetition and relentless rain clear my mind. Just before the road bends to put my house out of view, I turn back for a last look. Our blinds are closed, along with everybody elses. I shake my head in disgust and trudge onward. I cannot forget the image of all those closed blinds. People cannot deal with a storm. But I think its all in how you look at it. Life comes at you full-throttle, theres no way to prevent it, but what you decide to do with it is completely up to you. Rain falls. People look out their window and call it â€Å"nasty.† But do they think about what they are seeing? Precipitation is falling to the ground that has passed through the water cycle for millions of years. This water is sustaining life, and they call it nasty? I see the rain, and I sing praises. The world is being cleansed and renewed. Id say its quite commendable, after all, April showers bring May flowers. When I was in seventh grade, I attempted to play basketball. It was a definite failure, but I tried my best. I sprinted everywhere as hard as I could. One day, after an especially hard practice, every middle school girl in that gym reeked twice as bad as usual. We all stood there, panting, with red faces. Coach Evanow looked at us and flashed a wicked smile. â€Å"Look at all of you! Youre drenched in sweat.† He was interrupted by an exasperated squeal: â€Å"I do not sweat; I glisten!† I looked at the girl who had uttered the ridiculous comment. Her shirt clung to her body, and her hair was plastered to her neck. Either she was sweating, or shed just taken a shower fully clothed. Basically, she looked gross, but I suppose I didnt have much right to talk. However, I did. â€Å"You glisten?† I asked, with my eyebrows raised. Her eyes shot middle-school drama daggers through me, as if her snotty tone wasnt enough to assure me that she didnt approve. â€Å"Yeah, I glisten. Sweating is repulsive and for animals. Im a woman.† At this, she flipped her ponytail and stuck her nose in the air. I snorted and shook my head. Sweat falls. People look at it, and call it  ­Ã¢â‚¬Å"disgusting.† But do they think about what they are seeing? Perspiration is the result of a body performing homeostasis, which, in itself, is incredible. You dont need an air conditioner, fan, or any other man-made appliance; your body automatically cools itself. But the reasons people sweat are more notable. If somebody is drenched, think of how hard they must be working. Maybe its gross, but its admirable too. Jesse Jackson once said, â€Å"Sweat will get you change.† To me, sweat is a symbol of courage. It shows that somebody is willing to do all that they can for something. Theyre not afraid. The world has trained them to see – or maybe smell – whats on the outside, and never look for the deeper meaning or explanation. When I was in elementary school I cried one time, and twice in middle school. I hated crying or watching other people cry. I considered it a sign of weakness. I was convinced I was stronger than that, that I could control what was inside me, if not what was around me. How naive. I cant count the number of times I have cried in high school, and Im only a sophomore. But I am not ashamed. In fact, Im proud that I can feel. Tears mean something to me. I believe they are simply an overflow of emotion – it doesnt matter which one. Emotion is beautiful and honest and raw. I cant decide how I felt about the first time I really sobbed. My best friend graduated when I was a freshman. I didnt know what I would do without him, so I just ignored the reality. Suddenly the separation was upon us. It was time for him to move to a new stage of life, and I couldnt be part of it. So, I spent a long time and too much energy avoiding good-bye. I couldnt deal with losing him, but I had to. One evening, with my closest girlfriend standing guard on the bed, I slipped into my closet and dialed a familiar number. In two minutes, my world fell apart. We both knew that we could never be more than friends, even though we both wanted to be. Instead, I choked on the word good-bye. Good-bye to memories. Good-bye to deep conversations. Good-bye to my best friend. I hung up and curled up in a ball on the floor. Its a good thing Kimberly was there to drag me out, or I might have stayed in that closet forever. Instead, she pulled me out and let me weep. There are still mascara stains on my pillow as a reminder of that terrible night. Or maybe, theyre a reminder of all the incredible memories. I lost somebody I loved, but I loved for a reason. He changed my life and made me who I am. Its not fair to focus on the bad, but I would be a hypocrite if I said I never do. It seems easier to remember what hurts, but there were so many more times we laughed than we cried. Maybe those mascara stains are beautiful. Once again, it all depends on your point of view. Crying doesnt necessarily mean you are weak. I cry when people I love move on. I cry when people I love get sick. I cry when I am frustrated. I cry when there are no words to express my joy. I cry when I dont blink for a long time. I cry when I laugh really hard. I cry when I hurt, physically or emotionally. I cry, and I admit it. Tears fall. People watch and call it â€Å"weak.† But do they think about what they are seeing? Technically, tears are the product of a process that cleans the eye, but maybe, they also clean the soul. They are a symbol of genuine emotion, something so precious and true that it cannot be judged. It has been said many times that life is not fair. Life is simply life. You take it as it comes, the way it comes, but it does not control you. Life is what you make it. Water falls. Rain falls. Sweat falls. Tears fall. Water falls, and we assume that the river rages over the edge of a cliff, but maybe were wrong. Nothing we know is truly correct or truly our own idea. Circles can be spun from any idea, contradictions weaving a mess of confusion and chaos. There is no way to be certain of anything, except this: water falls and we have no way of stopping it. What matters is what you do with it, your reaction. You have a choice to make, not necessarily a right or wrong choice, simply a choice. Water falls, and it is our job to catch it or, at times, to let it fall.

Ethiopian Economy essay part 2Essay Writing Service

Ethiopian Economy essay part 2Essay Writing Service Ethiopian Economy essay part 2 Ethiopian Economy essay part 2  Ethiopian Economy essay part  1In actuality, some behemoths of Ethiopian economy remain under control of the government, including telecommunications, financial and insurance services, air and land transportation services, and retail. In such a situation, the government still has a considerable impact on the economic development of the country and businesses have to take into consideration policies conducted by the government, while planning their business activities.  Ã‚  Ã‚  Ã‚   Agriculture as the main branch of Ethiopian economyToday, agriculture comprises the largest share of Ethiopian GDP with about 85% of the labor force employed in agriculture. Historically, agriculture played the leading part in the economic development of Ethiopia (Mauri, 2010). Favorable physical conditions and rich natural resources favorable for the development of agriculture stimulated the fast development of agriculture. Moreover, agriculture comprises a large part of the national export. This is why agriculture is strategically important for Ethiopia. In this regard, the cattle farming are particularly important but the health safety of Ethiopian agricultural products has become the primary concerns at the international market because of epidemics of the cattle in Ethiopia. Nevertheless, Ethiopian agriculture still keeps progressing and plays an important, if not to say the determinant, part in Ethiopian economy.  Ã‚  Ã‚  Ã‚   Tourism as one of the most prospective industries in EthiopiaTourism is a relatively new direction in the development of Ethiopian economy. In this regard, the development of tourism matches- the development of the global tourism industry. The development of the tourism industry opens new opportunities for Ethiopian economy to stimulate the fast growth of the GDP without rapid industrialization, consistent environmental changes and technological breakthrough, which is required to close the gap between Ethiopia and de veloped countries in terms of their industrial development (Ofcansky Berry, 2010). In actuality, Ethiopian tourism industry focuses on the development of green tourism. The target customer group of Ethiopian tourism companies comprises westerners and tourists from well-developed countries mainly.American Perspective on Ethiopian EconomyThe export of minerals and natural resources does not play the determinant part in the economic development and international economic relations of Ethiopia, but the US views Ethiopia as the attractive country for investments in the gold mining industry. The export of gold comprises the core of Ethiopian export of minerals. At the same time, export of gold contributes to the overall growth of international economic relations of Ethiopia. Therefore, the US companies can enhance their position in Ethiopia, in case of the further cooperation between the US and Ethiopia.The import of knowledge from the US implies the professional training of professional s from Ethiopia, who will work in Ethiopia. Today, Ethiopia needs well-qualified professionals, who can work in different fields and accelerate the economic growth and progress of Ethiopia as a regional leader. However, the training of Ethiopian professionals abroad often leads to brain drain, when Ethiopian students just stay in those countries, where they get their training.In such a situation, the development of the local higher education is one of the priorities for Ethiopia along with the possible involvement of foreign educators. At the same time, Ethiopia still relies heavily on the training of its professionals abroad (Zewde, 2001).The import of knowledge is crucial for the further enhancement of the position of Ethiopia in international markets because, in the post-industrial world, Ethiopia should focus on the development of high technologies and introduce innovations which can boost not only particular business development but also and mainly the economic development of t he entire country.In such a way, the US views Ethiopia as the economy with huge potential, where American companies can develop perspective industries, such as gold mining and where they can supply machinery, equipment and knowledge, through professional training of students from Ethiopia. Moreover, the US views Ethiopia as the country attractive for American investors, who can invest in the local agriculture, industrial production, gold mining, and other sectors. In addition, American companies can move production to Ethiopia, where the costs of the labor force is much lower that will open wider access to African and Middle Eastern markets.Chinese Perspective on Ethiopian economyChina also views Ethiopia as an attractive country for its investments. However, unlike the US, China is also concerned with the possible export of weapons to Ethiopia, taking into consideration the tense situation in neighboring states. In addition, China views Ethiopia as the target market for its export- oriented companies. The fast growth of Ethiopian economy at the moment creates conditions for the fast growth of import and Chinese companies have a chance to take the lion share of the local market. In this regard, policies of Chinese companies will be different from American ones because Chinese companies are not interested in the move of production from China to Ethiopia but they are interested in the direct export of their products to Ethiopia. In addition, Chinese universities can become alternative and European ones, where Ethiopian students can learn successfully but pay lower fees compared to western universities.ConclusionThus, Ethiopian economy is growing fast. The economic growth contributes to the overall improvement of the quality of life of Ethiopians. However, Ethiopian economy still remains to be agricultural with agriculture contributing a lion share to the national GDP. This is why Ethiopian economy needs further reforms and changes, among which the development of tourism is one of the most prospective directions, especially taking into consideration that the larger part of the population comprises young, economically active people.

Prepositional Object Pronouns in Spanish

Prepositional Object Pronouns in Spanish As in English, prepositions in Spanish need an object to be complete (for example, a sentence such as I am going to or Voy a doesnt make much sense). That object can be a noun or a pronoun (or sometimes a verb functioning as a noun). Most of the pronouns used with prepositions in Spanish are the same as the subject pronouns, but they are different in the first- and second-person singular. Otherwise their use is fairly straightforward, as indicated in the following list: mà ­ - me Es un regalo para mà ­. It is a gift for me.Salieron sin mà ­. They left without me. ti - you (singular familiar) Hablan de ti. They are talking about you.No valà ­a nada mi vida antes de ti. My life before you was worthless. usted - you (singular formal) Las flores son para usted. The flowers are for you.Ella no tolera fumar alrededor de usted. She doesnt put up with smoking around you. à ©l, ella - him, her Corrieron hacia à ©l. They ran toward him.Fue escrito por ella. It was written by her. nosotros, nosotras - us Vienen tras nosotros. They are coming after us.Andan al lado de nosotros. They are walking beside us. vosotros, vosotras - you (plural familiar) No estoy contra vosotros. I am not against you.Salgo sin vosotros. I am leaving without you. ellos, ellas - them El coche no es para ellos. The car isnt for them.Salgo con ellas. I am leaving with them. There are two main exceptions to the above usages: Conmigo and contigo: When used with con (usually translated as with) the forms conmigo and contigo are used instead of con mà ­ and con ti, respectively. Voy contigo. Im going with you. ¿Vas conmigo? Are you going with me? Use of yo and tà º with certain prepositions: The following six prepositions are used with the subject pronouns yo and tà º instead of mà ­ and ti, respectively: entre (usually translated as among or between), excepto (except), incluso (including or even), menos (except), salvo (except) and segà ºn (according to). Also, hasta is used with the subject pronouns when it is used with roughly the same meaning as incluso. Es la diferencia entre tà º y yo. Its the difference between you and me.Muchas personas incluso/hasta yo creen en las hadas. Many people including me believe in fairies, or many people, even I, believe in fairies.Todos excepto/menos/salvo tà º creen en las hadas. Everybody except you believes in fairies.Es la verdad segà ºn yo. Its the truth according to me.

Denny's Corporation - Analysis on 2011 Annual Report Research Paper

Denny's Corporation - Analysis on 2011 Annual Report - Research Paper Example These executives are mainly involved in the decision making process in the company and decide about the expansion or franchising projects that the company undertakes. (Denny's, 2012) The company also has a very catching title that says, ‘America’s diner is always open’, showing their great commitment towards serving their customers. (Denny's, 2012) The company’s profitability ratios indicate that the return on assets is substantially positive, 33.93%, giving a good indication that the company is making money out of its current assets very effectively. Nevertheless, the ROE gives a very bleak picture for its investors with a negative value of 198%. This is not a good sign for its equity holders who are not being repaid for their capital that they have invested in the company and are probably suffering in the form of stuck capital. It can also be said that the company is finding it hard to attract new investors as its image as a profitable investment has been badly tarnished. The company’s current ratio is very high compared to industry standards, 70.2, indicating a strong control over the short term assets with which it can finance its day to day operations or pay off its debts. The working capital indicates that the company requires excessive amount of money on a daily basis to keep the operations running. As the business consists of high variable costs due to its ongoing purchase of raw materials, it requires plenty of short term cash to finance these costs. The difference between the current and acid-test ratio shows why inventories form such a big part of the current assets of the company, contributing around 60% of total current assets of the company. The company’s activity ratios show signs of a promising growth as the inventory is converted into finished goods 96 times in one year. On the other hand, the company receives back its credit within an average of 10.9 days, showing there isn’t much delay between t he transaction and the inflow of cash. This is a good sign for Denny’s Corporation as it requires great sums of money in the short term to finance its inventories of raw materials. By maintaining such low Accounts Receivable Turnover that company ensures it keeps on getting cash from its customers to further fund its operations in the future. The company didn’t pay out any dividend to its shareholders indicating why it isn’t a great investment for investors and not a good opportunity for growth in the long run. Although the company has a respectable price to earnings ratio of 3.72, meaning that for every dollar the company earned, the price that the investor has to pay for the company’s share was 3.72. Keeping this in mind, the company still didn’t offer any dividends to its equity holders and instead resorted to retaining the profits within the company either for purpose of expansion or funding the operations of the company. The company’s l everage ratio portrays a risky picture. The company has roughly 1.02 units of debt for every 1 unit of asset, making it highly volatile and prone to huge burden and failure to pay the interest payments. The company has high financial leverage and can use it to their advantage if it carefully monitors the progress of the company. At the moment, the debt to equity ratio is 37.22, which is substantially higher than a safe level. This can be

Marketing Management Class Discussion wk1 Essay Example | Topics and Well Written Essays - 250 words

Marketing Management Class Discussion wk1 - Essay Example Branding is vital for mineral water, as one may copy products and a place on quality. The main distinct factor that may distinguish the mineral water from other brands. Specialists in marketing urge that any given product (Douglas, 2010) For instance, water can get branded viably. The wellspring of the water gives us a decent establishment to differentiation if youre going to take advantage of the brand society; you begin with the peculiarity of the source The main proposition within branding the product is to make sure is recognized and identified easily within the market. This will ensure there is a mass loyalty in reference to quality and trust of the customers. It is vital to portray positive reaction of the product within the target market and the buyer.The item, product and, a physical item offered to the market is bottled mineral water. In regards to physical items, it likewise alludes to any product or service that is a piece of the advertising. Item choices incorporate viewpoints, for example, appearance, bundling, administration, guarantee, and so forth (Douglas, 2010) the pricing of the product and the estimations should be affordable to the target buyers. Valuing incorporates the rundown cost, as well as rebates, financing, and different alternatives, for example, renting. The place where the mineral water will be sold includes to wholesalers and retailers in the. Spot (or position) choices are those connected with channels of distribution that serve as the methods for getting the mineral water the water to the target clients. In conclusion, for the mineral water to be used within the entire market, the manager should deploy great marketing concepts, starting from communication, production, advertising, distribution, and brand positioning and customer retention. The manager should also apply the marketing mix to ensure the mineral water penetrates the market. Furthermore, the information about competitors and how to deal

Susan Berk-Seligson Essay Example for Free

Susan Berk-Seligson Essay That same year, Berk-Seligson (199o) ground-breaking study of hundreds of hours of courtroom interpreting also appeared. Her major finding was that interpreters became actively involved participants in the discourse process of courtroom proceedings. She found that court interpreters are intrusive elements in court proceedings far from being the unobtrusive figure that attorneys and judges would like her to be. For example, ordinary court procedures, as well as other participants, shift attention to interpreters on Ð ° regular basis in Ð ° courtroom. Judges have to introduce and swear in interpreters, thus calling attention to them as another participant in Ð ° judicial process, as well as calling attention to the notion of accuracy in translation. In the voir dire process with jurors, attorneys ask directly if the presence of an interpreter is bothersome. More important, what will show up repeatedly in future studies is that attorneys and judges often resort to addressing the interpreter rather than the witness when they ask their questions. Berk-Seligson also demonstrated that interpreters were not always just interpreting. They ask for permission to speak when proceedings become confusing; they ask for clarification of Ð ° term or idea; they halt proceedings when they hear Ð ° word they do not understand; they ask for repetition of what they did not hear. At times, they report difficulty, such as clarifying ambiguity, dialect differences, or grammatical problems. Finally, witnesses, defendants, plaintiffs, and other participants within the court make side comments to interpreters or talk to them directly. Moreover, she provided examples of interpreters’ who controlled the flow of testimony by urging or prompting Ð ° witness to speak or by getting witnesses and defendants to be silent. For example, interpreters say to witnesses do you understand? or answer! or answer, please. Interpreters also ask questions of witnesses such as what? or І didnt hear you. Berk-Seligsons study is the first sociolinguistic study of interpreters to follow traditional sociolinguistic studies by recording hundreds of hours of data, looking for patterns and variations in the speech of the participants (see Labov 1972). More important, it is the first published study to observe, describe, and evaluate interpreters active participation in the role of one who passes on what others say and in the role as an individual participant in Ð ° speech situation. Cecilia Wadensjo Interpreter-mediated conversations as Ð ° mode of communication have been dealt in the book of Wadensjo, interpreting as Interaction that was published in the year 1998. Interpreters and their responsibilities have also been included in this book. Empirical data recorded interpreter-mediated encounters within medical, legal, and social services settings have been examined in the heart of her book. Moreover, analytical frameworks of the nature of social organizations have been theoretically grounded in the works of Wadensjo. In addition, the dialogic theory of language and interaction has also been included in her works. A seminal perspective of the interpreter has been offered by her, by whom problems of translations are not the only that are solved as an engaged actor, but problems of mutual understanding in situated interaction are also solved. Two interdependent activities-translations and coordination are consisted in the interpreting that was revealed by the application of a dialogic framework. Moreover, two kinds of talk are created by the interpreters, which is a fact that established the abovementioned revealing of the interpreting. In this regard, relaying of a message generates first type of talk, and the assisting of a flow of talk by the interpreter generates the second type of talk. When the interpreters role performance is investigated as interaction [italics hers], however, when the interpreter is studied in relation to Ð ° relevant audience or role others (Goffman), it becomes self-evident that the dialogue interpreter must be conceived of as both relayer and co-ordinator (1992: 266). Examples of utterances directed at the interpreter and from the interpreter have also been provided by her. The content of the relayed message has not been included in these examples. Thus, perception of a co-ordinate activity among the participants, as well as, Ð ° responsibility of the interpreter has been included in the progression of talk. Mutual and shared understanding has been created by the progression and substance of talk, and the distribution of responsibility for this among co-interlocutors in an interpreter-mediated conversation. Understanding in conversation and its opposite miscommunication has been problematized by Wadensjo, in order to further elaborate on interpreter rights and responsibilities. In this regard, three different ways in terms of handling of miscommunication events by the interpreters have been showed by Wadensjo. Perspectives for the constituting of sufficient understanding among the participants are revealed by the ways, in which miscommunication is dealt by the interpreters. In this regard, exploration of interpreters and their responsibilities has been done by Wadensjo, as it has been seen in her discussion of replaying by displaying and replaying as re-presenting. Through language, interpreters can distance themselves from an utterance they speak, Ð ° distinction that results in the primary participants better understanding of the message. Her point is that even when interpreters move further away from the role of strictly transferring, it benefits the goal-oriented exchange. By noticing this distancing, it demonstrates how the reality of interpreting does not reflect the idealized pedagogy about how interpreters do their work. Notably, in manifesting this distance, we get an idea of personal style. While the old adage to just translate and translate everything is Ð ° useful shorthand for explaining interpreting to lay persons and newcomers, it is not useful for explanations needed to define interpreting as Ð ° profession and to define the actual rights and responsibilities that define the everyday experience of interpreting work. A vast new perspective for understanding, researching and teaching the work of interpreters has been opened by Wadensjo. The perspective of interpreter as engaged actor solving not only problems of translation but problems of mutual understanding has been offered by Wadensjo in a seminal way. It has been suggested in her first full-length work that the task of interpreting much better can be understood by people, if the perception of interactivity of the primary participants should be accounted, as compared with the looking up of interpreter and the interpreted message. Again for the first time, a deeply theoretical understanding of the complex nature of participation in an interpreter-mediated encounter has been provided by the frameworks of social interaction and dialogic linguistics. Wadensjo differs from Berk-Seligson in attempting to understand interpreters as they do their job, not evaluating them against idealized and unsubstantiated notions of ideal practice.

Enduring Love Extract :: essays research papers

In an extract from Ian McEwan’s ‘Enduring Love’ the main character, Joe, faces many conflicts emotionally. In Joe’s mind, his emotions and rational thought pull him in two different directions when all he seeks is a common answer. In order to portray Joe’s emotional distress, ‘Enduring Love’ is told through first person narration. Joe searches for logical explanations but the more he looks, the further the truth seems to be. The day after John Logan’s death, Joe’s conscious makes the whole event ‘illumined and animated’ in his mind. He begins to relive the nightmare, trying to find the right answers. His guilty conscious accuses him of ‘kill[ing] (John Logan)’. Joe cannot deal with his new-found responsibility and tries to find what he believes to be the ‘truth’. On one hand, he wants the truth to be that he was not an accomplice in a man’s death yet on the other hand he wants to know what actually happened and who was the cause of it. However, the truth is, he will never know. He is left with questions and he who believes entirely in science, math and the nature of knowing, can’t comprehend this fact. Joe analyzes the situation using his mathematical and scientific knowledge. He believes that ‘eight hundred pounds would have kept [them] close to the ground’ and therefore, the ‘first person’ to let go is at fault. He is looking for someone to blame and so places all the responsibility on this one soul. Yet he does not want to be this person, when he knows he very well could be. The thought of this being possible is excruciating and he obsessively tells himself that it was ‘not [him]’. He only wants the truth if the person turned out to be him. Joe tries manipulating mathematics to make ‘calculations’ regarding the balloon incident and uses his analytical mind to find answers yet he never allows his feelings to consume him. He’s always analyzing his own thoughts. He wants a selected truth not reality. Joe’s conflict is also shown through a repetition of certain words. They show his feelings transition from self- blame to searching for the culprit. While trying to ease his mind, Joe no longer uses the word ‘I’. He can’t take his own accusations and so places the blame on the group as a whole. He repetitively uses the word ‘we’ when referring to what could have been done but was not.

Health Risks Posed by Preservatives Present in Processed Food

Food additives are used in processed food because of the following: 1) to keep the consistency of a certain product, for instance, to prevent it from separating, to keep its even texture, to assist salt to freely pour; 2) to keep the product’s nutritional value; 3) to keep the food’s delectableness, for instance, to prevent it from getting spoiled; 4) to regulate acidity or alkalinity level in the product; and 5) to improve the color and flavor of the product (Benivia.. , 2006). There may be a number of advantages for food additives on processed food; however, there are numerous disadvantages that go along with it as well (The.. 2006). These disadvantages include the following:1) some bring about cancer; 2) some may cause allergic reactions; 3) some may pose hazard to those individuals who are pregnant, those with certain sicknesses like hypertension and kidney trouble, as well as, those who are only between 1 and 12 months old; 4) etc. (The.. ,2006). That being said, a ny researcher will only be left with the question, â€Å"How do I deal with the health risks posed by food additives present in many processed food? There are several things that can be carried out including the following: 1) as much as possible, avoid purchasing and eating processed food by consuming only organic/freshly picked ones, setting up one’s own garden, etc;2) if too busy to purchase organic/fresh food everyday, then read the labels of the processed food, do a little research and check if such are safe, tested not only in animals but humans, as well; 3) read â€Å"health† updates, typically, the â€Å"Food and Drug Administration† issues advisory on food additives proven to be hazardous to one’s health; 4) familiarize oneself with the most common food additives that have been positively associated with negative effects, for example, remember that intake of nitrites results in nausea, or that natural flavors may have free glutamates that may rui n the nervous system, etc; last but not least 5) include antioxidants in the daily diet, since such fights off and releases free radicals in the body which include the preservatives or food additives mentioned (The.. ,2006).

The Effects of a Teachers Religion in the Classroom

Existing studies on Instructor's spiritual convictions and understanding concerning teaching either has failed to address an educator's alignment of his instructional practices and evaluation or has one it presumably. This paper provides a traditional literature review on the impact of a teacher's religion In the classroom. Keywords: teachers' beliefs, pedagogy, classroom practices Introduction Teachers' religion has been seen as a vital section that requires being tackled in the perspective of most educational modifications.This is particularly so when teachers are to aid students' learning in the classroom because a teacher's beliefs could affect his/her teaching practices. It is vital for teachers to comprehend the intricate association between their epistemic beliefs (beliefs concerning information ND learning), pedagogical beliefs (beliefs concerning teaching), and the manner in which the teaching contexts affect the endorsement of these beliefs. Teachers are not supposed to sup port or disparage some particular religions or not have any spiritual belief.Teachers are expected to be exceedingly perceptive to revere, and not impede, students' religious beliefs and practices by not interpolating personal perspectives or advocating those of some students (Chaw, 2010). The main aim of this study is to establish the degree to which teachers plan their classroom teaching and assessments so that they are geared toward their personal spiritual beliefs. An associated purpose is to establish whether learners perform better on their teachers' perspectives due to belief or on the state assessments if educators are compelled only to pursue a strict curriculum.The research question employed is: To what level are teachers' instructional activities focused on personal belief compared to concentrating on state assessments that are administered? Definition of Terms Pedagogy-for the present study, refers to the activity of training or teaching and the techniques applied to tea ch. Beliefs-in this study denotes the decisions and assessments that we make concerning ourselves, concerning others, and concerning the world surrounding us. They are individual beliefs founded on reasonable ways of thinking.Van Hover (2006) described beliefs to mean a set of perceptions and views that are installed in a person through his experiences and the overlaying of ideas throughout the learning courses. Educators' Beliefs- in the present study denotes the mindsets and ideals regarding training learners, and the learning process those educators bring to classrooms. They are the notions held by the educator in the instruction and learning process, which affect his classroom instructional performance. Classroom Practices-A group of instructional strategies and techniques of training utilized in the classroom.Van Hover (2006) described the interface between the educator and his learners to develop their cognitive and proficient experiences through the proper classroom administr ation, will power to instruct, and constant assessment to attain the preferred instructional goals. Literature Review This research is based on the idea that the individual instructor's spiritual beliefs e regarded as leading beliefs that educators affirm to be right and that function as lenses by which new experiences can be inferred.When people Judge something as right, they recognize information backing that conviction. What educators perform in the classroom is known to be controlled by what they trust, and these convictions habitually operate as sieves through which instructional decisions and choices are formed (Levin & He, 2008). A study has shown that educators have a huge range of complex spiritual convictions about educational matters. Accommodating the nature ND the theoretical function of these spiritual convictions is vital to comprehend the instructional preferences and Judgments that educators make.It has become extensively accepted that the educators' pedagogical con victions play a fundamental role in their instructional practices because these spiritual convictions are demonstrated in the training techniques, in selecting teaching subjects, decision- making, and formulation of class assessments (Levin & He, 2008). From the point of view of Levin and He (2008), the instructors' spiritual beliefs are depicted as being the cost imperative in the psychological constitution of the educator.They suppose that there is an urgent want to delineate the theory of educators' spiritual beliefs, while realizing that there is a complexity in distinguishing a comprehensible description of the spiritual beliefs because of the divergence of investigators' and scholars' opinions. These researchers observe that the convictions are a type of notions that envelop all issues that there is inadequate comprehension about, but that have sufficient faith to practice them.Sadler, Maraschinos, Shoemaker and Allows (2006) scribe spiritual beliefs in the education context a s the educator's spiritual contentions, and their perspectives on instruction and training. Conversely, other researchers perceive that the educators' beliefs are the holistic concept of a number of aspects connected to the beliefs about teaching and learning, the syllabus and the training career generally, and that such convictions outline the â€Å"education culture† that influences pedagogical goals and principles.Van Hover (2006) showed that an educator's spiritual convictions originate from three sources that encompass individual experiences of the educator in ordinary life and teaching, educator's experience as a learner, and the educator's knowledge from his religious affiliations. This experience, as said by Sadler et al. (2006), characterizes the attainment of the teaching career via direct examination because it presents the educators with information associated to the teaching career. It as well assists them in the development of particular theories regarding the w ay training should be.From the point of view of the traditional instructional study, the views and assumptions the educators obtain from this source may be regarded as an extremely strong control in impacting their instructional beliefs (Levin & He, 2008). Early educator spiritual condition studies concentrated on a set of features connected to school with the creation of educators' convictions, the organizational support, the mind-set of workmates, school climate, learners' capabilities and backgrounds, as well as the canons and guidelines that apply in a specific school.Sadler et al. (2006) recapitulated the outcomes of study on educators' religious convictions by mistreating that there is a strong correlation between religious convictions of educators and their design for training, teaching Judgments, and classroom profession play a vital role in the clarification of understanding and instructional behavior when Joining the teaching career. In his view, these religious beliefs ar e the most substantial aspects on which we can forecast the teaching behavior.Sadler et al. (2006), as well, articulates that educators' religious convictions have a strong impact on the teaching practices by changing those convictions into a practical actuality. Similarly, Van Hover (2006) perceives that educators' religious beliefs are a wealthy depot of knowledge that may influence teaching programs and ideas. There is a rising interest in examining the correlation between educators' religious convictions and their classroom instructional practices.Even though some research outcomes (Van Hover, 2006; Levin & He, 2008) have revealed that the educators' instructional practices were incoherent with their religious beliefs, some studies established that the educators' religious convictions played a significant part in the alignment and design of their classroom instruction and assessments. In the teaching profession, there is a rising need to review the traditional literature on the religious beliefs of the educators to recognize the aspects that influence their classroom practices.Beliefs and State Assessments It appears that the degree of epistemic beliefs demonstration relies mainly on what educators envisaged as their priorities with respect to objective attainment and their insight of students' willingness (Iridous & Morton, 2007). In this regard, it appears significant to modify the framework in which educators function if the forms based on state assessments are to begin. On this note, researchers have found out that it is not adequate for teachers to enhance improvement in teachers' beliefs.A favorable setting mutually generated by policy makers and stakeholders, such as the school leadership, has to be instituted for success of state assessments. Devoid of such a favorable environment, educators could opt to embrace traditional methods of teaching that work successfully only for passing of examinations and assessments. It is this optimism that leads to this study demonstrating a complex interplay between the beliefs of teachers and the success of state assessments, from a teacher's perspective.In spite of some considerable challenges with state assessments, the deep-seated mistake in such a move is the presumption that the presence of an excellent progression in the course of observation links to the academic achievement of learners. If the learning of students is the ultimate objective of state assessments, then it ought to be gauged directly and not being interpolated from inadequate observations of classroom teaching and teacher's beliefs.A reasonable advance to teacher assessment would entail an examination of the understanding of instructions, in addition to the outcomes of tutoring (Iridous & Morton, 2010). Nevertheless, the application of classroom reflection to promote teaching enhancement cannot be underestimated. The success of both students and teachers can be evaluated and illustrated by both understanding of instruct ions and The majority of teachers would concur that they are accountable for student learning, but the career as an entirety has avoided assessments anchored in measures of student learning (Ross & Gray, 2006).This at times is explained excellently, given the inequitable advances that have been recommended. Nonetheless, the solution is not to maintain traditional policies merely due to their being benevolent and comfortable, but instead to generate Just and rational ways of assessing teacher achievement with learners. A good number of school structures and teaching plans have discovered inventive means of attaining suitable and consistent information on student learning to inform the educator-assessment progression (Iridous & Winkle, 2010).Generating reasonable advances for the valuation of the success of teachers demands an unwavering glance at both the justifiable considerations that have propelled the prevention of outcomes direction in the past, and the potential capacities that lead to it being more gorgeous in the modern climate of enhanced responsibility for student learning results. Teachers' Instructional Activities To comprehend which prospective educators require learning, it is vitally significant to comprehend their beliefs and their personal characters that could aid in their associating beliefs and teaching.Tsar, Jessie Ho, Liana, and Line (2011) suggested that the beliefs of teachers are the foundation of the Judgments, practices, and activities that they make about in the progression of teaching and assessments because the belief systems of educators, their discernment, and examinations of best practices have a vital function in determining teaching performances. GÃ'Ëœr$m#k (2014) affirmed that learners take up teacher education plans with an array of beliefs concerning education, glasswork, and students emanating from their educational encounters.For example, teachers' beliefs concerning the significance of teaching as transferring a pre-esta blished tenet of knowledge from educator to learner could be n line with affirmations in relation to teachers' beliefs concerning the task of the learner, and the beliefs regarding the function of educators and the effects of a teacher's religion in the class. The beliefs of teachers generate a challenge to their operations aimed at advancing the functions of future teachers. The aforementioned challenge arises because in students' learning it is evident that it is more intricate to unlearn taught beliefs as compared to other beliefs.Educator's education-teaching processes are a monumental source of cognitive, psychological, and ethical advancement of learners. It is distinguished that teaching conducts, teaching techniques, administration policies, and learners' discernment of the learning atmosphere are associated with the learners' learning and generation of beliefs concerning themselves and other people. On this note, educators must adhere to a broad array of concerns and challe nges in the classroom (Tsar et al. , 2011).The outcomes of different studies illustrate that amid others, the greatest concern of educators and starting candidates is the administration of learners' conduct and learners' control. Teaching Method and Leadership Approach The Effect of Studies have shown a link involving the teaching methods of educators, the leadership approaches of school principals, and teachers' directions of student agreement with the general idea in research: teaching methods and custom of a school are closely linked to leadership approach and conduct.In this regard, after assessing the functions and operations linked to school principals and educators, Tsar et al. (2011) affirmed that the leadership approach extends all through the school and has an impact on the teachers' teaching methods. In a study that was carried out, the School Description Inventory (SD') was applied to twenty secondary school principals, 300 teachers, and 7,400 students to seek views of t he teaching methods and leadership approach.With the application of teachers' SAID responses, it was assumed that a positive association would exist between teaching methods of teachers, hierarchical conduct in leadership approach, and tutelary student control directions as recognized in the student management beliefs. The hypothesis of this study was proved as indicated by the Pearson correlation coefficients and with aspect to the different specific characteristics. The study concluded that the Pupil Control Ideology of public secondary school educators is tutelary in schools that are bureaucratic, and humanist in non- bureaucratic schools.In contrary, a transformational leadership approach promotes different attributes linked to humanist school customs. Such customs are in agreement with the Theory Y, where leaders see workers as self-induced, accountability-taking, and dependable. The interpretation of successful leadership with respect to democratic deliberation of teacher's co ncerns as evident in research ND the representation of humanist student control beliefs are consistent with the facilitation of confidence and strengthening dealings between educators and learners.A comprehensive empirical study of the effect of the school principals leadership approach on the learning atmosphere and the success of students was carried out by Tsar et al. (2011). The study used a varied sample of 2,800 students, 500 educators, and 25 school principals in 20 schools, in the United States. In this study, there were statistically significant indications in the learning atmosphere and n the success of students that were seen to be associated with the leadership approach of school principals.Even though studies affirm that the school learning atmosphere relies on the leadership approach, they also find a powerful trend for school principals to employ the supporter approach of leadership that has a sturdy direction in satisfying the requirements individuals and engaging pa rents and the society in the Judgment- making progression. In the present school leadership approaches, school principals are more probable of creating learning societies where the enlightenment of cheers happen in the course of the practices, actions, and associations.GÃ'Ëœr$m#k (2014) established that the perception of school principals as the only instructional directors makes the endowments of educators go underexploited. For schools to be self-governing, all-encompassing, and a successful society, the empowerment of teachers is vital and for this to be attained, the leadership approach has to be transformation. Studies also have affirmed that teachers start becoming causal, developing constituents of the learning setting when they are taken as partners in the progression.School principals who go beyond the hierarchy form of proficiency distinguish the proficiency in other people and guide in the transformation approach both teachers and school principals will be cognition trans missions. Conclusion As it appears, there are only a few teachers who have highly advanced epistemic beliefs. On this note, the teacher educators and other stakeholders should offer a chance for teachers to elucidate their beliefs. Teachers beliefs regarding teaching appeared to differ from knowledge attainment to knowledge creation.Moreover, it appears that the teachers' religion manifestation relies mainly on what their teachers leveled to be their priorities with respect to goal attainment and their knowledge of students' willingness. It thus appears significant to adjust the circumstance in which teachers function if teachers' belief-based efforts are to bear better fruit. A highly favorable learning environment mutually generated by the policy-makers and the school principals has to be established.Devoid of such a school environment, teachers could decide to take up traditional teaching methods that were only directed to passing of examinations and assessment rather than overal l betterment of students. This study has demonstrated the intricate interchange involving teachers' beliefs and their teaching perspectives from a teacher's viewpoint. In sum, it is significant for future studies to aim at discovering teachers who are capable of solving the tension between their beliefs and their teaching perspectives in any given environment and ensure their students' overall triumph.

The contribution of Immanuel Kant to the modern philosophy

The contribution of Immanuel Kant to the modern philosophy Introduction The contribution of Immanuel Kant to the modern philosophy made him be considered as one of the greatest and the most remarkable philosophers existed in the 18th century. His ideas on the transcendental idealism, opposition to skepticism and ideas about metaphysics gained him a niche in the world of philosophy. Born in Konisberg, Kant showed great interest in academics and learning.Advertising We will write a custom essay sample on The contribution of Immanuel Kant to the modern philosophy specifically for you for only $16.05 $11/page Learn More His work was influenced by significant historical movements in philosophy Empiricism and Rationalism that took place in the 18th century. (Guyer,2010) He found and addressed all the gaps in the contents and arguments of the empiricists and rationalists. It is also believed that his â€Å"philosophical awakening and reasoning† emerged after studying the works of a Scottish philosopher Hume. (Guye r, 2010) Transcendental Idealism Transcendental idealism is one of the major beliefs that Kant postulated in his philosophical approaches. Kant claimed that human beings focused too much on appearance but not on their feelings and their inner world (Guyer, 2010). He ascertained that space and time were only immanent forms of human hunch. To advance that reasoning, Kant referred to it as â€Å"transcendental idealism†. (Guyer, 2010) In his view, Kant appreciated that one’s experience of some phenomenon in life was based on how such things appeared to the individual, but not on the way the things precisely were. He based his approach on the acknowledgement of a priori mental function (Guyer, 2010). The appearance of these spectacles, according to Kant, existed outside nature. Kant and Empiricism Empiricists like John Locke argued that knowledge was gained through our senses. John Locke, for instance, posited that human beings were born as blank slates (Allison, 1983). Th e senses synthesize everything the one is exposed to, leading to learning. Dismissing this theory, he argued that it was deficient in explaining the beliefs an individual had on the objects he/she possessed. In fact, philosopher proposed that portions of the belief came through experience that the mind of an individual had undergone (Guyer, 2010) Kant and rationalism Kant rebutted the ideas of Descartes on rationalism. Descartes argued that an individual could actually extrapolate the existence of objects outside him/her, basing them on knowledge of his own existence. However, Kant strongly rejected this reasoning. External objects, according to him, could not be known through inference. Kant and moral philosophy Kant argued that moral responsibilities were based on â€Å"categorical Imperative†, meaning that an immoral individual breached the â€Å"categorical Imperative†. (Guyer, 2010)Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More He immensely contributed to the philosophical understanding of ethics. Kant posited that actions could either be moral or immoral. In such a case, the morality could only be deduced from the motive of an action but not from its consequence. He further asserted that only motives dowered actions with moral value arising from universal principles discovered by reason. This was in contrast with the utilitarianism view of actions. The utilitarianism school of thought laid emphasis on the outcome of actions and not on the objectives. Kant objected to that belief, saying that the utilitarian theories focused entirely on the end result of actions, ignoring the initial goals. Moreover, utilitarianism is motivated by human spectacles and happiness. It ignores the role of reasoning to an individual. In summary, Kant immensely contributed to modern philosophy; he bridged the rationalists’ school of thought to the empiricists re asoning and outlined the difference between how things were and how we perceived them. Due to his work, philosophers have established a distinct difference between Empiricism and Rationalism. References Allison, H. E. (1983). Kants transcendental idealism: an interpretation and defense. New Haven: Yale University Press. Guyer, P. (2010). The Cambridge companion to Kants Critique of pure reason. Cambridge: Cambridge University Press.

Using the Spanish Word Bien

Using the Spanish Word Bien Bien is most often used as an adverb meaning well (i.e., in a good manner) although in a more flexible way than the English word. Bien also can be a noun whose meanings include goodness and asset. Here are some examples of where well is a good translation for bien: Raquel cree que canta bien. Raquel thinks she sings well. Un alimento bien cocinado puede contaminarse si tiene contacto con carnes crudas. A well-cooked food can get tainted if it has contact with undercooked meats. Aprende bien las reglas de manejar. Learn well the rules of driving. Mi bebe duerme bien. My baby sleeps well. No entiendo bien tu pregunta. I dont understand your question well. Bien often carries the idea of something occuring correctly, sufficiently or to a great degree: No puede reparar bien mi coche. He cant fix my car correctly. Llovià ³ bien hasta enero y despuà ©s se cortà ³. It rained a lot until January and then it stopped. La computadora no me funciona bien. The computer doesnt work right for me. Se sentir en casa con la comida deliciosa y las bebidas bien frà ­as. You will feel at home with the delicious food and well-chilled drinks. No estoy seguro de haber descargado bien el software. Im not sure the software was downloaded properly. La pelà ­cula est bien divertida y no tiene mensajes de doble sentido. The film is quite fun and doesnt have mixed messages. Often with estar (and sometimes other verbs), bien is sometimes translated as a positive adjective that varies with context: Estuvo muy bien el desayuno. The breakfast tasted great. Estoy bien hoy. Im feeling good today. Ests bien en tu foto de Facebook. You look good in your Facebook photo. Todos estamos bien. Were all fine. Todo est bien. Everythings OK. Te est bien la camisa. The shirt looks good on you. As an interjection, bien can have a similarly positive meaning. For example, fans at a sports context might shout  ¡Bien! as a way of saying Good job! As a noun, el bien can mean goodness or something similar: El mundo est plagado de gente que no hace el bien. The world is plagued by people who dont do the right thing. La à ©tica, por definicià ³n, busca el bien. Ethics, by definition, looks for the good. In financial matters, el bien can refer to various types of assets or goods. For example, un bien tangible is a tangible asset, and bienes raà ­ces refers to real estate.

Buying the Farm Essay Example | Topics and Well Written Essays - 250 words

Buying the Farm - Essay Example From the case of Tim to purchase a farm from Mary Ann and complete the arrangement on oral ground is a contract which is not enforceable as it is against the statute of frauds which require some contracts to be in writing and should be signed by all parties who are to be bound by the contract (Hinkel, 2007). This is to prevent injury of any party due to any fraudulent conduct (Hinkel, 2007). The contract between Tim and Mary Ann, which involves the transactions in a farm, is not enforceable because the following conditions were not met, there was no legal capacity of the parties into the contract because the contract was made contrary to what the law provides, there was lack of mutual agreement as the parties failed to agree on a written platform, the oral contract lacked the lawful purpose and intention as the contract was arrived at, contrary to the laws (Hinkel, 2007). Lastly the contract lacked a written agreement, which is provided in the statute of the frauds which demand such contracts to be in writing (Hinkel, 2007). These conditions make the contract invalid and

Shakespeare's Sonnet 73 Essay Example | Topics and Well Written Essays - 750 words

Shakespeare's Sonnet 73 - Essay Example The first two metaphors refer to cyclical events: the speaker compares his old age to winter (1) and to twilight (5). The decrease in length of time – from a year to a day – has often been commented on as reflecting the speaker's gradual acceptance of his own death, but an equally valid interpretation is that neither of these metaphors appropriately address the finality of dying. Winter takes place not just at the end of the year, but also at its beginning: the Christian notion of an afterlife comes across at full strength, along with hints that even if the speaker does believe in a life after death, they do not fully realize that such a life would be far removed from an earthly one. The use of twilight as a metaphor does represent an evolving acceptance of the end of life, as 'twilight' refers specifically to the end of the day. It does, however, have a twin in dawn, and is also not a true ending because it is part of a cyclical event. It is only in the final quatrain, which portrays a â€Å"fire† (9), that the speaker comes to realize the extent of their own mortality. Although other fires will no doubt exist in the future, each fire is an entity of itself, feeding so voraciously off its own nourishment that it gutters out. The fire is not cyclical, and offers little hope of returning to life, just like the speaker. All of the metaphors use very sensory imagery to portray their meanings. The speaker draws attention to the visual, invoking a picture of a young and old man standing opposite one another, as the old intones that â€Å"thou mayst in me behold† (1) the winter of life; â€Å"In me thou seest† (5) the twilight of life; and â€Å"In me thou se'est† (9) a dying fire. It is a very visible poem, but this is not the only sense with which Shakespeare plays. The evocation of â€Å"Bare ruin'd choirs† (4) creates a vacancy of sound, the ringing silence that occurs once the echoes of a song have dissipated; a f eeling of shivering cold emanates from â€Å"those boughs which shake against the cold† (3). The final two metaphors conjure forth a sense of darkness, a tunnel which draws one imperceptibly into the â€Å"black night [which] doth take away† (7), hampering the visual images from the earlier part of the poem. The reader is overwhelmed with sensory experience. The final couplet of the sonnet draws on the strong manipulations of time and one's senses to impress the reader with the deep significance of the multi-layered command. The speaker makes reference to the visual imagery of the earlier metaphors with â€Å"This thou perceivest† (13); he also asks the listener to love with more intensity, given his own decrepitude and the listener's own similar fate. Calling upon his own, shortened time, and the extended time of bodily decay of â€Å"thou† (1, 5, 9, 13), the speaker imbues his sparse words with multiple intentions in order to make the most out of the so nnet. The line â€Å"To love that well which thou must leave ere long† (14) asks the listener to love the speaker, whose time on this earth is limited, and to love their own youth before ageing takes them. The speaker's own horror of old age is tinged with fear that their younger companion is not enjoying

Musical Autography Essay Example | Topics and Well Written Essays - 750 words

Musical Autography - Essay Example This essay suggests that through music, various important mysteries in the society have been able to be solved. Music has therefore for a long time presented itself as a tool of expression and mediation among different groups of individuals. Music usually expresses who people are and how they feel, thereby bringing them closer and together. Music has been used by the society as a tool of self-expression, since through music, various people have the chance of expressing their joys, fears, secrets etc. It is therefore significant for the researcher to look at how various sons or instrumental pieces relates to political, cultural and religion identities. It is stated that musical autobiography has had an impact to both the cultural, religion and political spheres. The general tastes and preferences of individuals change over time. Personally, my tastes and preferences for music have changed from the â€Å"Asian like† type of music to that of more westernized ones. This has been l argely due to the education that the researcher has acquired abroad which has enabled him to mingle with people from other communities. However, these tastes differ with those of my other family members who still prefer the Asian type of music and they have not been influenced to listen to other genres. In conclusion, the researcher mentiones that music has helped the researcher to construct his identity in various ways, and through music he has been able to interact with people from various geographical locations.

Liquefied petroleum gas

Liquefied petroleum gas Direct Flame Production of Carbon Nanotubes (CNTs) From Liquefied Petroleum Gas (LPG) Abstract Liquefied petroleum gas (LPG) is a common household fuel used for cooking purpose in India. LPG is very rich in its carbon content because of its specific mixing components of predominantly C3 alkane (Propane C3H8) or C4 alkane (Butane C4H10) which provides a better chance of producing strong and good quality nano products like nanotubes, nanotubes nanowires, nanoparticles etc. In our laboratory a lab scale flame reactor is designed and developed for producing carbon nanotubes using LPG as the carbon source in the presence of air as an oxidant under atmospheric conditions. The design aspects and the best operational conditions of the flame reactor for producing carbon nanotubes are discussed. The nanotubes obtained were purified and were further characterized using SEM, TEM XRD and Raman. KEYWORDS: Carbon Nanotubes (carbon); TEM (Transmission electron microscopy); LPG (alkanes); Raman (Raman spectroscopy); XRD; Flame Synthesis; 1. Introduction Liquified petroleum gas (also called as LPG or Autogas) is a mixture of hydrocarbon gases used as a fuel in heating appliances and vehicles and it is increasingly replacing chlorofluorocarbons as an aerosol propellant and a refrigerant to reduce the damage and degeneration of the ozone layer. LPG is a clean, convenient energy source, which can be stored as a liquid under moderately high pressure and used as a gas in commercial and residential heating applications. It is a common household fuel used for cooking purpose in India, LPG is rich in its carbon content because of its specific mixing components of predominantly C3 alkane (Propane C3H8) or C4 alkane (Butane C4H10) which provides a better chance of producing strong and good quality nano products like nanotubes, nanotubes nanowires, nanoparticles etc. Carbon nanotubes (CNTs) are among the amazing objects that science sometimes creates by accident, without meaning to, but that will likely revolutionize the technological landscape of the century ahead. Our society stands to be significantly influenced and shaped by carbon nanotube applications in every aspect, Carbon nanotubes have been synthesized for a long time as products from the action of a catalyst over the gaseous species originating from the thermal decomposition of hydrocarbons [1]. Since their discovery by Sumio Ijima [2] several ways of preparing them have been explored. The CNTs have been synthesized by various methods e.g. electric arc discharge, laser evaporation and chemical vapor deposition (CVD) [3-5]. Though researchers have been successful to synthesize multi-wall nano tubes they can produce only in milligram to gram quantities in a few hours. However as many potential applications [6-7] of CNTs require kilogram to ton quantities. Apisit Songsasen et al [8] have synthesized CNTs by means of catalytic decomposition of LPG on a Zeolite-supporting Nickel catalyst. Qian et al [9] have reported the formation of CNTs by the decomposition of liquefied petroleum gas (LPG) containing sulfur in the presence of Fe/Mo/Al2O3 catalyst, Since this contains sulfur of a few to several hundred ppm, which can lead to poisoning the catalyst heavily, few reports currently exist on using LPG or natural gas directly for production of carbon nanomaterials, only Prokudina et al [10] has reported CNT synthesis from LPG by CVD method, but till date no information and literature is reported on direct flame synthesis of CNTs by LPG. The main challenge in this field is to develop methods to produce nanotubes on a large scale and at low cost. As Flame synthesis of nano carbons being a continuous flow method, in which flowing gaseous feedstock mixture could produce CNTs in large quantities it has several advantages like easy scale up, partic le size control, dual role of feed gas which serves both as carbon source and fuel, and in-situ generation of catalyst. Hence it is one of the preferred methods for bulk production of not only CNTs but also other nano particles and nano metal oxides. This method is very useful and is of widespread importance. Many groups have investigated gas-phase continuous-flow production of carbon nanomaterials using other hydrocarbons. These studies typically involve passing a mixture of carbon source gas and organo metallic catalyst precursor molecules through a heated furnace. In this paper we report the direct flame synthesis of carbon nanotubes using LPG and air as our gaseous feedstock in a diffusion type burner without any external use of a catalyst and synthesis at optimum process parameters. 2. Experimental The flame reactor (Fig.1) has been indigenously designed to produce carbon nanotubes at our university. The detailed setup and process instrument and diagram (PID) of the reactor (Fig. 2) has been discussed in detail in our previous work [11]. In general our reactor operates under atmospheric pressure. The measured quantity of the LPG and the oxidant reaches the ignition chamber where the partial combustion process occurs where the CNTs are produced. During the process we have observed the dark orange flame color which is perfectly in a spindle form. Along the entire length of the flame, its temperature was recorded using a K-type thermocouple where this temperature can provide some data regarding the growth of nanotubes. The soot thus produced is captured on a glass fiber filter (Axiva GF/A) with the aid of a vacuum pump and the collected soot is scrapped carefully and weighed and later heat treated and oxidized at 550 OC in the presence of air for 60 minutes to remove any traces of amorphous carbon impurities and then the sample is reweighed in order to estimate the loss of amorphous carbon as an impurity then the samples are later characterized by SEM, TEM, XRD and Raman for their quality. The total amount of thermally oxidized and purified sample from the experiment (for 30 minute run) weighed only 0.8g. 3. Results and Discussion3.1 Scanning Electron Microscope Analysis The samples were analyzed using Phillips XL 30 series Scanning Electron Microscope (SEM) from National Center for Compositional Characterization of Materials (NCCCM), Hyderabad. From the Figs (3a 3d) we can see a dense growth of carbon nanotubes at various flow rates with respect to the oxidant to fuel (O/F) ratios between 0.7 1.0 slpm/slpm (standard litre per minute). The average diameter range of the CNTs from the SEM image was found to be around 200 nm -1000 nm and lengths greater than 40 ÃŽ ¼m. 3.2 Transmission Electron Microscope Analysis The TEM (Technai -12, FEI) images (Fig 4a) shows the presence of thickly packed multiwalled CNT with an average diameter of 150 250 nm which is still surrounded by traces of carbonaceous nanoparticle aggregates possibly caused due to the dispersion of the sample in the solvent. This can be assumed that the agglomerated carbon nanoparticles were actually protected by the CNTs during the thermal treatment, as the CNTs might have formed a net like layer covering the nanoparticles and protecting it from the heat and oxidation. Fig 4b shows a thick multi walled CNT around 250 nm in its diameter with lots of traces of agglomerated carbon nanoparticles which can be accounted for the presence of C60 particles which is also in agreement with the XRD analysis in Fig 5. The broken caps of the CNTs also reveal the disorientation and a defective growth of the grapheme layers as seen in the Raman analysis in Fig 6. 3.2 X-ray Diffraction Analysis The XRD (PW1830 Phillips) analysis was carried out using CuKa1 type of radiation with a wavelength (l) of 1.54060 Ã…. XRD (Fig. 5) of nanotubess produced using LPG-air at an O/F ratio of 0.7 slpm/slpm shows a heterogeneous crystallinity in the sample. The raw scan detected three strong peaks. The first peak at 2ÃŽ ¸ angle of 25.77O was found with (110) orientation of atoms along its plane with peak corresponding to graphite with an orthorhombic type of system and an end-centered lattice. The second peak at 2ÃŽ ¸ angle of 43.159O was found with (245) orientation of atoms along its plane with peak corresponding to C60 molecule with a cubic type of system and a primitive lattice. The third peak at 2ÃŽ ¸ angle of 83.475O was found with (112) orientation of atoms along its plane with peak corresponding to graphite with a hexagonal type of system and a primitive type lattice respectively. 3.2 Raman Analysis Raman analysis (Horiba Jobin Yvon T64000, Raman Spectrophotometer) was carried out only on the best sample (Fig.6) which clearly shows the D band G band respectively. The D band (the disorder band is well-known in disordered graphitic materials and located between 1330-1360 cm-1 when it is excited with a visible laser) it is expected to be observed in Multi Walled Nanotubes (MWNT). However when the D band is observed in SWNTs [12], it is assumed to contain defects in the tubes. The G band or (TM- Tangential Mode) [12], corresponds to the stretching mode of the -C-C- bond in the graphite plane [12]. This mode is located near 1580 cm-1. From the figure we can say that the nanotubes are in the slightly disordered graphite phase based on the D band wavelength present at 1349 cm-1. This D band also confirms the presence of amorphous state of carbon in the bulk sample. Based on the G band from the figures, there appears two peaks at 1560 and 1600 cm-1 respectively which proves the presenc e of multi layers of disordered graphene sheets. On analyzing the level of graphitization using the D and G band intensities ratio, we find that the sample is normally well graphitized with small degree of crystallinity and its ID/IG ratio was found to be around 0.939. 4. Conclusions Carbon nanotube (CNT) is a versatile group of applied chemicals with high degree of applications on larger scale in various disciplines. The synthesis, purification and the cost still remains an un-doubted debate around the world hence an economical approach is to be developed in order to produce large amounts of good quality CNTs from an economical and a resourceful fuel. LPG as a general commodity plays a major role since its availability in India is high and it is a very economical source of fuel as well. Here, we were able to successfully synthesize semicrystalline, CNTs from LPG with an average diameter of 100 500 nm using the direct flame synthesis approach. References [1]. Bharat Bhushan, Springer Handbook of Nanotechnology, Springer-Verlag Berlin Heidelberg, New York, 2004, Chap: 3, pp 39 40. [2]. S. Iijima, Nature 354, (1991), 56. [3]. T.W. Ebbesen and P.M. Ajayan, Nature 358, (1992), 220. [4]. T. Guo, P. Nikolaev, A.G. Rinzler, D. Tomanek, D.T. Colbert and R.E. Smalley, J. Phys. Chem. 99, (1995), 10694. [5]. J. Kong, A. M. Cassell and H.J. Dai, Chem.Phys. Lett. 292, (1998), 567. [6]. Zhou X T, Lai H L, Peng H Y, Au F C K, Liao L S, Wang N, Bello I, Lee C S, Lee S T, Chem Phys Lett 318, (2000), 58 62. [7]. Zhou X T, Wang N, Au F C K, Lai H L, Peng H Y, Bello I, Lee C S, Lee S T, Mater. Sci. Eng. A 286 (2000) 119 -124. [8]. Apisit Songsasen and Paranchai Pairgreethaves, the Kasetsart Journal. (Natural. Sciences) Number 3, 35, (2001), 354 359. [9]. W. Qian, H. Yu, F. Wei, Q. Zhang and W.Wang, Carbon 40, Issue 15, (2002), 2968-2970. [10]. N.A. Prokudina, E.R. Shishchenko, O.S. Joo, D.Y. Kim and S.H. Han, Advanced Materials, Vol. 12, Issue 19, (2000), 1444 1447. [11]. Vivek Dhand, J.S Prasad, M. Venkateswara Rao, K. Naga Mahesh, L. Anupama, V. Himabindu, Anjaneyulu Yerramilli, V.S. Raju, A.A. Sukumar Indian Journal of Engg Mat. Sci, 14, (2007), 240-252. [12]. http://www.jobinyvon.com/usadivisions/Raman/applications/Carbon03.pdf

David Hume’s Two Definitions of Cause Essay -- Philosophy Essays

David Hume’s Two Definitions of Cause David Hume’s two definitions of cause found in both A Treatise of Human Nature, and An Enquiry Concerning Human Understanding have been the center of much controversy in regards to his actual view of causation. Much of the debate centers on the lack of consistency between the two definitions and also with the definitions as a part of the greater text. As for the latter objection, much of the inconsistency can be remedied by sticking to the account presented in the Enquiry, as Hume makes explicit in the Author’s Advertisement that the Treatise was a â€Å"work which the Author [Hume] had projected before he left College, and which he wrote and published not long after. But not finding it successful, he was sensible of his error in going to the press to early, and he cast the whole anew in the following pieces, where some negligence in his former reasoning and more in the expression, are, he hopes, corrected.† (Hume 1772, xxxi) Generally the inconsistencies are cit ed from the Treatise, which fails to recognize the purpose of the Enquiry. This brings us to the possible tension between the two definitions. J.A. Robinson, for example, believes the two definitions cannot refer to the same thing. Don Garrett feels that the two definitions are possible, but only with further interpretation. I will argue that the tension arises from a possible forgetfulness on the part of the reader about Hume’s aims as a philosopher, and that Hume’s Enquiry stands on its own without any need for a critic’s extrapolations. To understand Hume’s interpretation of causation and the arguments against it, we must first follow the steps Hume took to come to his conclusion. This requires brief consideration of Hume’s copy princi... ...place. If both definitions of ‘cause’ are necessary for a full understanding of the word, and an absolute reading becomes problematic and unnecessary, then neither Robinson’s nor Garrett’s interpretations are correct. If my account of Hume’s mitigated skepticism is correct, then I see no need to go any further than the Enquiry to understand Hume’s theory of causation. As a philosopher, Hume recognized the constraints of our reasoning, and as a man, he was able to give an explanation for our actions. Works Cited Hume, David, 1772 (reprinted in 2004) An Enquiry Concerning Human Understanding (New York, Barnes and Noble) Garrett, Don, 1997. Cognition and Commitment in Hume’s Philosophy (New York, Oxford) Robinson, J.A., 1962. â€Å"Hume’s Two Definitions of â€Å"Cause.† The Philosophical Quarterly, Vol. 12, No. 47, 162-171. 1 Modern Philosophy lecture. 3/30/05. Dr. Ott

Differentiated Instruction

Due to the differences in the ability of every student to learn, the need for differentiated instruction, also known as differentiated learning and multi-level instruction, increases that involves a variety of strategies used by teachers in addressing every students learning. Basically, differentiated instruction is a way by which teachers find a variety of ways in teaching in order for students to have multiple options in gathering information, creating new ideas and teaching students in the same class with different abilities.It involves the recognition of the difference in the students background knowledge, preferences in learning, interest and as well as language, readiness and their ability to react responsively. The main premise of the theory is that the teaching approaches should vary and be adapted in relation to the diverse students in the classroom and as well as in relation to every individual students. Thus, the teacher’s main challenge is to come with a variety of ways in order to maximize the growth of every student by individually meeting each student while assisting in the learning process.Differentiated instruction aims to encourage the inclusion of all the students while addressing different learning styles and allowing diversity among the students. It also fosters self-worth together with social relation among the students while meeting the emotional and especially the academic needs of every student and allowing the teachers to reach all of his or her students. Thus, teachers really have to put a lot of effort in order to differentiate instruction for the benefit of their students.Differentiated instruction is important especially in the elementary grade because students at this level greatly vary especially in their knowledge background and ability to comprehend. Thus, teachers at this level have the greatest challenge of maximizing every students potential by attending to their differences in various ways, thus differentiating instr uctions. It can also be said that differentiating instruction also relates to the professionalism of every teachers, their competency and creativeness.It can also determine the eagerness and dedication of the teachers to help their students since differentiated instruction takes a lot of time and preparation. Based on the readiness of students, there are at least four elements in which teachers can differentiate such as content, process, products and the learning environment. The contents are the information that every student must comprehend and differentiating content would mean using different materials and elements in order to support the context.Differentiating process involves activities in order for the students to have an understanding and grasp of the subject matter that most of the time uses flexible grouping. The products involves the termination of the activities and asking the students to rehearse, extend and apply everything the he or she was able to learn in the activ ity thus, making the students active in exploring the knowledge that he or she acquires. Differentiating learning environment on the other hand is basically the way the classroom feels and works.If for example in an elementary school, differentiating content may include putting the text materials in a tape or using both auditory and visual means in presenting a topic. It may also include having buddies or forming a small group and using different reading materials with varying levels of readability. Differentiating process on the other hand may include activities in which learners with the same understanding and ability work together or offering hands-on supports for those students who are in need.Time variation for students to be able to finished a certain task can also help in supporting struggling students to have a full understanding of the topic while encouraging advanced learners to search for the topic in a deeper sense. Differentiating products may include activities in whic h students have to work on their own or in group in order to accomplished a certain task or giving the students the options for them to express the required learning through different activities such as letter writing or maybe, a puppet show.Differentiating learning environment on the other hand may include ensuring that the place or room is free from distractions such as noises and other distractions or providing materials in relation to the topic for better understanding. There are certainly several ways of presenting a topic to students and differentiated instruction is widely needed by students especially in the elementary level. However, differentiated instruction does not only fit elementary students but every student from different levels as well.Through differentiated instruction subject matter can also be more comprehensible for English Language Learners and as well as those students with special needs through the use of different activities. Acknowledging the different nee ds of every student specially those with special needs will also help the teacher to prepare special teaching methods for the students to have an understanding of the subject matter. It will also help to pay more attention to these kinds of students, offering them more of their time.Traditional method of teaching, commonly lecture discussions, practice works and others have its own advantages such as being uniform and consistent, however, due to the differences in the learning ability and adaptability of every student (that is recognized by every teacher) flexibility is also needed, one thing that traditional method lacks. On the other, differentiated instruction take into consideration that every student are different and have different learning abilities, thus, making appropriate actions to fill in the gap of those who are left behind.The use of differentiated instruction involves the clarification of key concepts to ensure that all students are gaining powerful understanding that will serve as their foundation for future learning. Assessment tools are also used before, during and as well as after the given learning activity that does not necessarily mean a written examination. Also, the goal of differentiated instruction is to provide critical and creative activities to ensure understanding on the part of every student. It also takes into account that every learners, although different are essential and thus striving to meet the needs of every students.Differentiated instruction also helps in creating a balance student-selected and teacher-assigned task. These characteristics enable differentiated instruction to be more effective that traditional teaching methods. Differentiated instruction is also flexible to meet the needs of other students to maximize their potential and learning. Thus, it can be said that differentiated instruction indeed is needed in the contemporary time. It was said that differentiated instruction is a compilation of many theories an d practice in the field of learning thus, providing a greater understanding of the needs of every student.It is based on years of studies and researches and as well ass educational theories and concept such as the concept of readiness. Researches from the 1980’s up to the contemporary time also shows that practices such as grouping of students and engaging learners are really effective in the learning of students. We may have been used to the traditional method of teaching, i. e. board lectures and the likes; however this method may not be suitable in the contemporary time. What we need today is not set of rules and activities.The needs of every student’s changes along with time and traditional methods may not just work in every situation. Maximizing learning and understanding is the main purpose of every teacher and if that would mean acquiring new methods then, there is nothing wrong in doing so. Thus, differentiation must be encouraged in every learning institution for the betterment of the present and the generations to come. Changes are part of our everyday life and there are times that we must embrace those changes, such as differentiated instruction, in order to achieve greater heights.