The Heartfelt Play, Romeo And Juliet, Exemplifies The Fact

The heartfelt play, Romeo and Juliet, exemplifies the fact that one will go to great measures for the one that they love. Though written in. 1595 , the issues that both Romeo and Juliet faced are still very much prevalent in our society today. There are still several cultures and religions that shame individuals who date/marry outside of their respective culture or religion. However, as the play, Romeo and Juliet, portrays, true love never fades and will always prosper. As Director Belinda Boyd says to the Capital Soup and I quote The hope that we find underlying love is relevant to all of us, the clash between parental hopes and childhood dreams, the fact that love is stronger than hate, breaking away from tradition or what others†¦show more content†¦Juliet was a Capulet and Romeo was a Montague but their undying love for each other put the differences between them aside. In the fourteenth century Verona Italy was plagued with much violence and tragedy. The country itself was divided for political and religious power. Since the 20th and 21st century the film/ Play has since been enhanced and adapted in many versions as is the case in this production by the UCF theater who decided to set the play in a 1930 s metropolis in and around the speakeasies where races could mingle, but also spark clashes, and tell the tale of two lovers who were caught in the fight between their families ( both alike in dignity) for the control of the clubs , the distribution of alcohol (Even though it was during the prohibition era ) and their piece of the well known American Dream. Although they incorporated a later era which gave more realism to today s society, the underlying scenes and most recognized plots were that of the original play . The story of the play as portrayed by the production involves two young individuals namely Romeo and Juliet who found love amidst the ongoing battle between their families even if it caused their death. They met each other without prejudice. They loved each other for who they were and not their backgrounds or their status in life. If I was to chose myShow MoreRelatedGender Roles and Attitudes toward Love in Shakespeares Hamlet5989 Words   |  24 PagesRomeo and Juliet is a heart-breaking tragedy written early in the career of playwright William Shakespeare telling us the story of two teenage ‘star-cross’d lovers’ whose unfortunate deaths ultimately unite the dispute betw een their two families. Despite the perils involved, they fall in love and marry with the help of two characters, Friar Lawrence and the Nurse. Throughout the play, Shakespeare portrays a range of different kinds of love through the central female characters. Maternal love is offered

Frankenstein As A Biblical Reference Essay - 1593 Words

Jada Williams Williams 1 Benjamin Compton English 105 10/3/17 Frankenstein as a Biblical Reference In Mary Wollstonecraft Shelley’s novel, Frankenstein, had an inter-textual connection to the bible. Shelley connects the creature to Satan, his relation to Adam, the story of Adam and Eve, the book of Genesis and his reading of Paradise Lost. As the bible was an esteemed text in the early 1800s, Shelley’s use of it in her novel served to establish Frankenstein as a sort of parable of didactic text. She begins with the idea of creation in the book of Genesis to start her allusions. In Genesis 1, God creates humans in his own†¦show more content†¦The creature begins to find knowledge in the poem of Paradise Lost, a story about the legendary fall of Adam and Eve introducing the knowledge of good and evil into a previously perfect world. In one split second sin was birthed, and the perfection of the earth was swept away, leaving anguish and iniquity in its ramification. When the creature gets this novel he begins to more underst and that Gods creations are natural things on this earth, and he, who is made by man, is not. â€Å"He had come forth from the hands of God a perfect creature, happy and prosperous, guarded by the special care of his Creator; he was allowed to converse with and acquire knowledge from beings of a superior nature, but I was wretched, helpless, and alone† (Shelly 116). Frankenstein can be compared to both God and Satan in this case because like God, he created the monster and gave him direction and attempted to love him. However, like Satan he was warned of the precautions and possible issues of creating an unknown and frightening creature. The characters in Frankenstein are a resemblance of the characters in Paradise Lost. Frankenstein could possibly mirror Eve in the Garden of Eden in that they would do whatever it takes to be able to know about everything in existence. While, the creature matches with Satan because they both wanted to break free from their creators and receiv e a chance at their own decisions.Show MoreRelatedFrankenstein1237 Words   |  5 Pagesï » ¿Literature: Frankenstein Essay Frankenstein is a gothic horror novel that was written by Mary Shelly and was published in 1818, when gothic aesthetic, romanticism and science were beginning to spike in western culture. The novel follows the story of Victor Frankenstein in creating a monster which causes destruction around him, as Victor had ambition and thirst to reveal the secrets of nature. The novel could be viewed as a warning to the readers and audience about having a greed for knowledgeRead MoreDiscuss the Significance of Father Figures in Frankenstein1703 Words   |  7 Pagessignificance of father-figures in Frankenstein Frankenstein is a story of science gone dreadfully amiss. Shelley offers depth and meaning to Frankenstein by presenting (sometimes covertly so) insinuations of failed father and son relationships littered throughout the story. The most obvious relationship in this story is that between Victor Frankenstein and his monster, however, there are other characters in the story that present themselves as father-figures. In this essay, I will endeavour to discussRead MoreAnalysis Of The Novel The Great God Pan 941 Words   |  4 Pagesdenounced by the public upon its publication for its focus on God as a powerful symbol for horror and sexuality. On the other hand, Wells’ The Island of Dr. Moreau was written as a satire, mocking Christianity and other forms of religion. In this short essay, I will expand on religious symbolism and point out the influence of Christianity using Arthur Machen’s The Great God Pan and H.G. Wells’ The Island of Dr. Moreau. Arthur Machen’s The Great God Pan chiefly explores the themes of horror through theRead MoreReview of Mary Shelleys Frankenstein Essay1515 Words   |  7 PagesReview of Mary Shelleys Frankenstein Frankenstein was written by Mary Shelley and published in 1818. The story tells the tale of Victor Frankenstein who creates a creature out of different body parts. Somehow, the creature, who was createdRead More`` The Real Reason For A Quest Is Always Self Knowledge1952 Words   |  8 PagesFoster Essay By Danielle Cash Period 6 In the charming words of Foster, â€Å"The real reason for a quest is always self-knowledge.†(Foster 3) Self-knowledge is what thrived Frankenstein to begin this quest from his child hood. His quest was the quest for creating life. Along the way he encountered his fair shares of challenges. The prime one being his realization of the monster he had created and the trouble yet to come. In Fosters eyes a quest has to achieve certain characteristics before being qualifiedRead MoreChicago1997 Words   |  8 Pagessocial sciences. In this system, sources are briefly cited in the text, usually in parentheses, by author’s last name and date of publication. The short citations are amplified in a list of references, where full bibliographic information is provided. Aside from the use of notes versus parenthetical references in the text, the two systems share a similar style. Click on the tabs below to see some common examples of materials cited in each style, including examples of common electronic sources. ForRead MoreFrankenstein Study Guide14107 Words   |  57 PagesTHE GLENCOE LITERATURE LIBRARY Study Guide for Frankenstein by Mary Shelley i To the Teachern The Glencoe Literature Library presents full-length novels and plays bound together with shorter selections of various genres that relate by theme or topic to the main reading. Each work in the Library has a two-part Study Guide that contains a variety of resources for both you and your students. Use the Guide to plan your instruction of the work and enrich your classroom presentations. InRead MoreHello2980 Words   |  12 PagesThese characters, etc. may be symbolic of the ideas referred to. Alliteration—The repetition at close intervals of initial identical consonant sounds. Allusion—An indirect reference to something (usually a literary text) with which the reader is expected to be familiar. Allusions are usually literary, historical, Biblical, or mythological. Ambiguity—An event or situation that may be interpreted in more than one way. Also, the manner of expression of such an event or situation may be ambiguousRead MoreAmerican Literature11652 Words   |  47 Pagesattitudes emergence of ethnic writers and women writers Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · narratives: both fiction and nonfiction anti-heroes concern with connections between people emotion-provoking humorous irony storytelling emphasized autobiographical essays Effect: ï‚ · too soon to tell Historical Context: ï‚ · ï‚ · people beginning a new century and a new millennium media culture interprets values Analyzing Poetry: Poetry Tips Analyzing Poetry What is poetry? How is it analyzed? What are

EEF Influence on Organisations-Free-Samples-Myassignmenthelp.com

Question: Discuss about the use for Qualitative and/or Quantitative Impact analysis of EEF. Answer: Tools and Techniques for Qualitative and/or quantitative impact analysis Tools or technique they intend to use for qualitative and/or quantitative impact analysis of Enterprise Environmental Factors (EEF) is that they decided to conduct outsourcing activities as the team had very less experience in the procurement and outsourcing activities (Schniederjans, Schniederjans, and Schniederjans, 2015). This was because all the activities were being done inside the house and with outsourcing, the team becomes more concerned with the issues in quality and future risks because of the outsourcing. It was estimated that the 15% of the project cost will be reduced by outsourcing. The team was required to balance the expenditures made on the testing and outsourcing activities. Justification Outsourcing is an appropriate strategy by which an organization settles major functioning in order to efficient and specialized service providers who can be valued partners in the future. One of the important reasons for a company to choose outsourcing is that it helps in improving the focus of the organization toward its goal. When services or products are produced efficiently and effectively by outside suppliers, outsourcing creates a competitive advantage which led to the increase the dependence of the organization towards outsourcing. It can be identified that the firms relying on the internal production have fewer advantages than the organization that is practicing outsourcing. There are more advantages of outsourcing like operational, strategic or both. Operational advantage includes short-term-avoidance while strategic advantage focuses on long-term contribution in order to maximize the opportunities (Tayauova, 2012). For driving economics and functions of the organization, it will need outsourcing. Refocusing on the resources of an organization on their core business can be done by executing outsourcing, and also helps companies in re-examine their plans of benefit and make those plans more efficient. Outsource also helps in reducing the cost of an organization over the longer term. Another appropriate reason for implementing outsourcing to an organization is that it helps in increasing or streamlining the efficiency of the functions which can consume time. An organization should ensure that it considers all components which are able to meet the requirements for making outsourcing successful in an organization and help in enhancing the performance of the organization. References: Schniederjans, M. J., Schniederjans, A. M., Schniederjans, D. G. (2015).Outsourcing and insourcing in an international context. Routledge. Tayauova, G. (2012). Advantages and disadvantages of outsourcing: analysis of outsourcing practices of Kazakhstan banks.Procedia-Social and Behavioral Sciences,41, 188-195.

The Panama Canal Essays (940 words) - Panama Canal,

The Panama Canal The Panama Canal The Panama Canal was one of the greatest accomplishments by mankind, in my opinion. Among the great peaceful endeavors of mankind that have contributed significantly to progress in the world, the construction of the Canal stands as an awe-inspiring achievement. The idea of a path between North and South America is older than their names. In 1534, Charles I of Spain, ordered the first survey of a proposed canal route through the Isthmus of Panama. More than three centuries passed before the first construction was started. The French labored 20 years, beginning in 1880, but disease and financial problems defeated them (http://www.historychannel.com/). In 1903, Panama and the United States signed a treaty by which the United States undertook to construct an interoceanic ship canal across the Isthmus of Panama. The following year, the United States purchased from the French Canal Company its rights and properties for $40 million and began construction. The monumental project was completed in ten years at a cost of about $387 million. Since 1903 the United States has invested about $3 billion in the Canal enterprise, approximately two-thirds of which has been recovered. The building of the Panama Canal involved three main problems: engineering, sanitation, and organization. Its successful completion was due principally to the engineering and administrative skills of such men as John F. Stevens and Col. George W. Goethals, and to the solution of extensive health problems by Col. William C. Gorgas (http://www.historychannel.com/). The engineering problems involved digging through the Continental Divide. Also constructing the largest earth dam ever built up to that time; designing and building the most massive canal locks ever envisioned; constructing the largest gates ever swung; and solving environmental problems of enormous proportions. Disease, in the forms of yellow fever and malaria, put much of the work force in the hospitals or six feet underground. Before any work could begin, the most deadly of the problems on the isthmus had to be overcome - disease. The government wasn't going to allow mortality rates like had been seen during the French reign - somewhere between ten and twenty thousand were estimated to have died at the canal zone between 1882 and 1888. For this purpose, American doctor William Gorgas was called to examine the area. The most troublesome diseases were the mosquito-carried malaria and yellow fever, but almost all diseases known to man were endemic. Tuberculosis, cholera, diphtheria, smallpox, bubonic plague - all were cases on file at Panama hospitals in 1904. The rocky ground of the formerly volcanic area proved to be too much for the French steam shovels and dredges, and headway was made only when a plan for dynamiting the rocks underwater and dredging up the pieces was put forth by Philippe Bunau-Varilla (who was later to become one of the most influential individuals in the United States' interest in the canal). Of no help was Lesseps' insistence on a sea-level canal, like he had done at Suez, as opposed to a lock canal, while the latter proved to be cheaper and more feasible even by reports of the time. In 1908, changes in the design of the canal had to be made because of unforeseen problems. The width of the canal was increased to 300 feet (from 200 feet), and the size of the locks to be used was increased by 15 feet (95 to 110 feet). Because of the threat of a silt blockage at the Pacific end, a breakwater - the Naos Island breakwater - was built using excavated dirt from the canal. Also created with the extra soil was a military reservation on the Pacific side, but most was dumped in the jungle wherever railroad tracks could be laid. The Pacific locks were moved inland, both for military strategy - harder to hit from the water - and necessity - the supports had begun to sink at the first location. The canal was completed in August of 1914, under budget by twenty-three million dollars. The first ship to cross the isthmus was the concrete ship Cristobal, the official and publicized ship to make the voyage was the Ancon. Unfortunately, the opening came just as World War I started in Europe, and so the fact that the greatest human endeavor had been completed was last on most everyone's mind. Initial traffic on the canal was around two-thousand ships annually until the war was over, when it jumped to five-thousand ships a year, then to seven-thousand, and more in recent times. The toll was initially 90 cents a ton, but was raised in 1974 due to increasing costs of operation (the

buy custom Advertising and Gender Roles essay

buy custom Advertising and Gender Roles essay The paper examines the way, in which advertisements portray women. The Times Magazine and the Vogue Magazine have been using the photos of women on their forefront covers over 50 years, to portray a certain image. This study focuses more on how sexualized portrayal of women in the fashion sector is seen in the metro-sexual mens magazines, as the visual rhetoric. According to numerous studies, done on the sexual images of women in these magazines, this kind of advertisement has significant effects on women. The study also focuses on how sexual images, demonstrated by women in these magazines, are designed to brand the article for the purpose of achieving outstanding sales rates. There is an argument that the male images could also help. However, the real fact is that it is a woman who still buys these magazines, regardless of which gender is branding the cover page. A lot of people have been criticizing that the stereotypical portrayal of female images, especially the sex-based ones, reinforces the gender biases. In media, fashion plays the role of advertising, especially concerning what women should behave, how they should look like, and also what they are expected to be as parts of their society. The fashion, dressing, and the clothing signify certain practices, and these practices generate the meanings, which in the end produce or reproduce the cultural groups with their relative power positions. The image that people receive from the commercial pictures is for the purpose of marketing their products; thus, selling the way, in which people understand the world. Most people argue that the visual communication and advertising industry portray the cultural language, which may shape the society. It is obvious that the society views fashion and dressing as the contributing factor to the social norms, which include the views on class, gender, sex, and sexuality. In the current society, fashion and dressing is the main portrayal factor of a person's character, and his or her desires. Dressing helps in defining social roles, especially the gender role. In Japan, a research done on the womens magazines clarifies the responsibility of gender-role ideologies, especially in emphasizing femininity and also stereotypical depictions of men and women. The research found out that, in these magazines, external qualities, such as the youth and the thinness, are emphasized. Majority of women, who feature in these magazines, is at their 20s, a period when women are at the peak of their beautiful looks. Among some other topics, these magazines discuss themes that relate to household chores that women should perform, such as cooking for their husbands and family. These female magazines, accord ing to this research, focus on the styles and housework, while the mens magazines, on the other hand, talks about leisure and hobbies. As a result, such publications depict gender-based division of labor activities in the family. Feminism, on the other hand, has criticized the media, particularly the womens magazines portrayal of the gender aspect in the society. This is because; the readers are urged to behave in accordance with that gender-role ideology. This is being termed as the feminist transition model of communication. People always ask themselves questions on whether it is acceptable to assume that media, especially those dealing with the womens magaznes, to depict or impose the required gender norms. Another concern comes to what the readers of the magazines get from the media texts. These two issues relate in essence that if the readers are taking meanings from these texts that are quite different from the required gender norms, then there might be a conclusion that the womens magazines contain greater ambiguities of meanings. On the high end, the gender norms indicate social norms, based on sex and sexuality. The majority of the discussions are based on the sex-based division of labor activities. Men, for example, are supposed to perform the wage earning activities, while women are expected to carry on with the household duties. Many magazines also discuss the gender differences, such as femininity and masculinity. The research, conducted on these magazines, indicates that there are always four perspectives that the magazines have in common; namely, the perspective on marriage, the perspective on education, the perspective on the profession, and, finally, the consciousness of equality or independence (Hermes, 1995). Taking a look at the Times Magazine of 1981, one can notice that the magazine contained conscious question on gender roles, such as Do you agree that men should work, and women should stay at home?, If you were to be born again, would you rather be born male or female? The research findings have defined the gender norms as the gender role awareness. It is centered on the sex-based division of roles, which traditionally have been the main focus in the industry. It also goes forward to explore the relationship that the womens publications have in common with the fashion magazines. The awareness on gender norms that have been focusing on the sex-based division of labor refers to this as the normative consciousness on the gender roles. The research was also conducted on the fashion consciousness. According to the Vogue Magazine, various questions were created to give the estimate of interest and awareness of people when it comes to matters of fashion. The interests of many respondents were based on the following ideologies. The respondent adopts latest fashions ahead of other people.When people choose clothes, they consider if their boyfriends or girlfriends will like them.When people choose clothes, they consider how friends will evaluate them.People sometimes judge others basing on their clothing and what a person wears.People think that clothing and what the person wears reflects the persons personality.The results, obtained from such ideologies, were utilized, as the scale measuring normative evaluation on arriving at the average understanding of the gender roles. Looking at the frequency, in which people read these magazines, and the normative consciousness of the gender roles and the fashion reveal that men demonstrate a correlation between fashion consciousnesses and the reading frequency rate. On the other hand, there was no correlation between the frequency of reading and the consciousness of the gender roles. The same results appeared in the female population. From this, one may conclude that people do not buy and read magazines with the purpose of improving their gender roles, but instead for the purposes to be well-informed on the fashion trends. It is only because of these intentions of people going for magazines that aauthors use these opportunities to pass the information on gender roles to the people indirectly (Barnard, 2002). The idea of combining sex and advertising really works magic. The past studies have figured out that magazine advertising, especially with pictures of women featuring in them, signifies the objects of heterosexual, masculine desires. The studies on the mens and womens magazines also indicate that these publications contain more sexual content than the general public magazines do. Most advertisers have used sex to sell various products, especially perfumes and cars. This depicts the real picture of which one might think the magazines are meant for the purposes of educating people on the gender roles. The same sex is not only used for selling the products, but also foists off the opinions, the trends, and also the stereotypes. Theoretically, sex attracts the attention and also gives sexual meanings to the nonsexual products, thus leading to the conventional understanding that sex sells; however, it seems to sell more than the products themselves do. (Stratford, 1987) Gender stereotyping in the advertising industry refers to the social roles that women play. For example, women are usually portrayed as the homemakers, sex objects, and the dependent, insignificant adornments of men. Women are seen to be unable to make some decisions, and because of this, they are insignificant for the world of men. The recent research done on the advertisement has indicated that women have started playing more positive roles; however, these figures are quite insignificant. Nevertheless, additional research, done prior to the latest three decades, indicates that the stereotypes, concerning womens social roles, are still on hold; hence, they are diminishing their self concepts, as well as the achievement aspirations. In general, it appears that the traditional research done on the mass communication has had inaccurate and unfair portrayal of women in advertising and also the assumptions that images posed by the women have effects on the audiences. The thesis focuses on how sexuality and such images of men and women are constructed visually. These visual constructions possess rhetorical functions in both mens and womens magazines. The visual rhetoric, thus, is well suited for the purpose of evaluating sexual imagery that the advertising industries portray in order to bring the understanding on how these images are created originally for the purposes of persuading people towards certain activities and products (Courtney, 1971). In conclusion, the research has found out that there are numerous womens fashion magazines that feature the fashion related articles, and that, in the recent years, the number of mens magazines have grown tremendously. This result is backed by the discoveries of correlation analysis between men and women, concerning the frequencies of which the magazines are read and also the fashion consciousness. In addition, correlation was seen in the fashion consciousness and also the normative consciousness on gender roles. No correlation was determined between the frequency, in which people were reading the magazines and the normative consciousness to gender. With this, it is, therefore, difficult to come into real conclusion on whether reading the magazine reinforces the gender norms that focus on the sex-based labor division. Buy custom Advertising and Gender Roles essay

Hitler Essay

Hitler Essay Hitler Essay Adolf Hitler: How Did he Convince the Nation? Submitted to: Mr. Byrne Submitted by: Lauren Rowbottom Grade 10 History St. Martins Secondary School Monday, June 2nd, 2014 Six million innocent people. The official number of the Holocaust. The systematic extermination of six million lives, all vanished with the crack of a gun, the shriek of a gas canister, or the grumbling sounds of stomachs everywhere. Each day the history of the holocaust is heard, and each day people have to live with whatever way the Holocaust has affected them. Six million stories interrupted by unimaginable horror, and six million names that have wandered off into smoke. The Holocaust is always thought of in terms of jaw dropping horror of a great amount of quanity. While statistics are vital to understanding what really occurred between the years of nineteen thirty-nine to nineteen forty-five, there is only one man who truly knew what was occurring. This man was named Adolf Hitler the leader of the Nazi regime, and what humanity sees’ to this day as a brutal and insane man. The mass murder, presently known as the Holocaust was controlled by a German dictator, Adolf Hitler. There has been focus of many debates and arguments due to the brutality of this unpredictable man. It is accurate to say that Hitler is one of the most controversial leaders ever to walk the Earth. It is hard to comprehend by many individuals, on how such a normal looking human being could have had such a cruel mind but yet be such a powerful leader of a now dominate country. Yet again do we as a society have the full knowledge on what is considered ‘normal’? Hitler's rise to power was not through that of brutal scenarios, but his ideas of a better, superior Germany intrigued many individuals. One of the many lines Hitler spoke by to himself that again brought people into big belief that he was their savior, and that he should too come into power was to: â€Å"Make the lie big, make it simple, keep saying it, and eventually they will believe it.†(Adolf Hitler; lifestyle) How did Hitler convince all these people that his out of the ordinary beliefs and thoughts were to be considered appropriate, for the matter of the country’s sake? Germany without a doubt had its hard times due to the Treaty of Versailles, yet how did he make it seem sensual to kill a large mass of innocent people. Truthfully Hitler was an inspirational speaker to Germany and was intelligent on persuading people to his promises, he promised them relief, promised the unemployed jobs and overall ‘hope’. Hitler began to appeal to many Germans emotions of hope to rebuild their considerable country they once had. Once the society heard what they wanted to, they blocked off the chaos that began to fill their country. Hitler made himself seem passionate, which was also one of the more intelligent ideas he had, saying that: â€Å"The doom of a nation can be averted only by a storm of flowing passion, but only those who are passionate themselves can arouse passion in others.†(Adolf Hitler; lifestyle) From this the people felt as if Adolf Hitler understood their personal needs, and therefore pledged their confidence in him to run the country. Hitler had a very specific structure of luring the people, which he used for all of his speeches in order to capitalize on the susceptibility of the crowd. The very first thing he would do was to point out the commonality of the people gathered in the crowd, so that he could instantly equalize the group. The next step would be to identify a threat towards the nation, to put the crowd on edge, and stir up the emotions of anger and overall fear. The

Nike In Cost of Capital Case Study Example | Topics and Well Written Essays - 1000 words

Nike In Cost of Capital - Case Study Example From this paper, it is clear that a company’s cost of capital is used to a company since it evaluates the worth of an investment. The worth of an investment establishes the expected return on similar capital invested in an alternative investment. The cost of capital is not only required in making investment decisions but it is also used to make management decisions. Management decisions are based on financial implications and expectations of a company. The cost of capital determines financial expatiations of a company through capital and, therefore it is essential in making management decisions. A company’s cost of capital is, therefore, a useful tool in the decision-making process. I do not concur with Joanna Cohen’s value for WACC since it has considerable limitations. Cohen’s calculation also had some errors and hence the company cannot rely on the value to make critical financial decisions. Although Cohen’s calculation of Nike’s WACC was analytical, it has some weakness and hence inappropriate. In her calculations, Cohen weighted the capital structure based on book values. This was inappropriate since the company is a public liability company, and the values of its market capitalization have greater significance than the value of its book equity. Her Cost of debt was also wrongly calculated; Cohen obtained her cost of debt by determining the ratio between interest expense and interest-bearing debt. In some case, interest expenses contain expenses that are not covered or related to the company’s debt.’s debt. This might have introduced some errors in her final WACC value. Cohen also used 5.9% as her market premium this figure was significantly low. Cohen also obtained a wrong value for her WACC; this is because she weighted all her divisions using revenue instead of cash flow. This factor contributed to the margin between her WACC value and the expected value. Her calculation of weights also did not acc ommodate the different products that the company produces. This is because her weight did not consider all the footwear that Nike produces. Although the company makes most of its sales from sport shoes, other types of footwear contribute significantly to the sales of the company. WACC = Cost of Equity + Cost of Debt = (We) (Ke) + Wd (Kd) (1-t) Where Wd = loan capitals, We =finance from equity, Kd =bank’

Elijah Muhammad Research Paper Example | Topics and Well Written Essays - 1250 words

Elijah Muhammad - Research Paper Example This research is going to evaluate Elijah Muhammad’s achievements in his life. The research paper also examines Muhammad’s life history and his relationship with other African-American muslim leaders like Wallace Fard Muhammad. According to Ogbar & Jeffrey (79), Elijah Muhammad was born in 1897 and at that time had a different name; Elijah Poole. According to different authors, Muhammad led African-American Muslims for 40 years. Life was not easy for Muhammad at his young age since he came from a family of 13 children. Living conditions at the time were unbearable; he had to undergo the normal routine of helping the family raise the money for basic needs. This forced him to drop out of school early between the fourth and eighth grade of elementary school. The authors explain that most of the Southerners in Georgia had to drop out of school at a young age to take up responsibilities of assisting their parents in small jobs to raise money to help their families. The livin g conditions of African-American Southerners in Georgia at the time of Muhammad’s young age were harsh. White individuals were promoting the anti-black slogan where African-Americans people were treated badly and beaten to death. Muhammad saw the white population’s brutality and decided to leave for Detroit. Two African-American people were lynched to death, which this was the turning point for Muhammad after which he decided to leave the place (Ogbar & Jeffrey 79). Muhammad moved to Detroit where he met one of the founders of the African-American Muslims fellowship, Wallace Fard Muhammad. He then changed his name from his original name, Elijah Poole, and was also taught about Islam by Wallace. According to Muhammad (1), Elijah Muhammad’s teachings by the founder of the African-American Muslims made him expand the fellowship to other places within the United States. The encounter with the African-American Muslim’s founder and the time the teachings took p lace between them is estimated to be three and half years. From that point, Elijah Muhammad took over the leadership of the African-American Muslims, which is seen to have been promoted by the disappearance of Wallace Fard Muhammad in 1934. The relationship between the two leaders of African-American Muslims, Wallace and Elijah Muhammad, started because of the suffering the African-American were experiencing from white people. According to Muhammad (1), Wallace Fard Muhammad started the movement and recruited a large number of African-Americans among them Elijah Muhammad. The teachings of Wallace are seen to have brought the African-Americans together into the formation of the African-American Muslim group. Most of the African-American were living in harsh conditions under the expense of the white people. Wallace taught African-Americans that Christianity promoted by the whites had made them suffer and to be enslaved by the whites. Ogbar & Jeffrey (79) point out that Wallace talked to the African-American people saying that white people were not original, that they were genetically modified evils and there was a need to separate African-American individuals from the white evils. After the disappearance of Wallace, Elijah Muhammad took over, taught the African-Americans and made changes, mostly economic, which would help them move away from the suffering of the white peop

The Great War career of Field Marshal Douglas Haig Essay Example for Free

The Great War career of Field Marshal Douglas Haig Essay Considered assessment of the Great War career of Field Marshal Douglas Haig. Douglas Haig was appointed as commander of the BEFs 1st Army Corps at the outbreak of World War One in 1914 with Sir John French as Commander in Chief of the British Army. By the end of 1915 it became apparent that Sir John French was ill-suited to the role and Douglas Haig replaced him as Commander-in-Chief. Haig became one of the most controversial figures in military history with tag-lines such as the butcher of the Somme and an incompetent leader being the most associated with him. His tough and decisive leadership style with apparent little compassion to the huge amounts of British deaths during World War One made him one of the most debated person in history with varying views of his leadership style. It is widely believed that Haig was unwilling to accept new ideas but stick to his traditional, military experience with reluctance to hear new ideas and recommendations. Major Desmond Morton who served as one of Haigs adjutants said He (Haig) hated being told any new information, however irrefutable, which militated against his preconceived ideas or beliefs. This reliable source that gives an insight to the leadership of Haig goes on to say that John Charteris was being a sycophant to Haig and although he was anincredibly bad head of intelligence, Haig favoured him because he was conservative of the truth and always concealed bad news, or put it in an agreeable light. This is backed up by General Sir James Marshall-Cornwall who said that One of the faults of Haigs nature was that he trusted too completely some of his immediate subordinates. This is supported by the History Learning Site who says that Haig had little time for new military ideas and was steeped in the ways that he knew-conventional tactics. His history as a cavalry commander enforces this quote of Haig sticking to what he knew best and an inability to listen to new ideas or react to a changing situation-essential characteristics of a cavalry commander. Further criticism to Haigs inability to listen to new ideas is given by Liddell Hart when he states that Haig failed in his poor receptivity of ideas. However, some people hold the view that Haig and the other generals in The Great War were receptive to new ideas and did change tactics. The BBC History site says that it is not true, as some think, that British Generals and troops simply stared uncomprehendingly at the barbed wire and trenches, in reality, the Western Front was a hotbed of innovation as the British and their allies and enemies experimented with new approaches. Whilst not directly talking about Haig, this does imply that although Haig may not have been the most experimental leader, despite this view it did not impact on the experimenting of new ideas that took place within the Army. Mike Hone would agree with this evaluation of Haig when he wrote the fact is that British tactics developed considerably during the war. The disastrous first day of the Battle of the Somme resulted in huge amounts of analysis and blame put on the event with mixed interpretations. With 19,240 soldiers being killed on the first day alone it was one of the most costly battles in the history of warfare. The planning and conducting of the battle of Somme by Field Marshal Haig has also been subjected to criticism and evaluation. As Commander in Chief of the British Army, Haig is responsible for the welfare and safety of all British Soldiers and this has primarily led to the vast criticism of Haig regardless of Haigs direct actions. A Battle of the Somme timeline compiled by gommecourt.co.uk says that on the 23rd January 1916 whilst preparing for the preliminary attacks on a 20,000 yard front on the Somme to commence on 20th April, General Joseph Jaques Cesaire Joffre, Commander in Chief of the French Army suggested to Haig wearing down attacks prior to the main joint offensive starting on 20th April and the other in May. However, the source goes on to say that Haig rejects the plan. Whilst this may not be an extremely surprising quote it does present a worrying situation. Dennis Wheatley who served during the Great War wrote that He (Haig) had a rooted dislike of the French and was not even a second rate general. It presents an extremely worrying possibility that Haigs personal feelings and attitudes could have led to poor decisions and the loss of many innocent lives. The rejection of the French plan is also a further example of both his decisive leadership and his inability to listen to advice and recommendations. This also shows that Haigs planning of attacks are of an extremely dictatorial nature with a strong sense that his traditions of leadership should be withheld regardless of any interventions. Later on in this timeline, Haig replies to Joffre again on 10th April 1916 to again reject another of his ideas and on the same day, Haig received a revised plan from Rawlinson suggesting a long artillery perpetration rather than Haigs preferred hurricane bombardment. Communication during Haigs planning of the Battle of the Somme has also been under scrutiny after GHQ writes to Rawlinson that it was not clear whether his attack or that of the Second Army at Messines would start first . Both communications and Haigs decisions were disputed during the timeline of events, creating a picture of a dictatorial, private ruler who wanted to plan the British attacks by himself, using traditional methods and without any assistance, information or ideas. PW Turner and RH Haigh wrote that the planning of the Somme campaign was ham-fisted and clumsy. The fault for the failure of most of the strategic planning must fall on Haig. They hold the view that the failure in planning for the Somme was not due to communications or incorrect decisions but of national and personal pride and that Haig and his generals must have some spectacular victory to prove how right they were. The historians conclude that Haig promised victory and failed. This account holds the view that Haig was fulfilling his role of winning the war. He was a traditional leader in the sense that he was given an order (to win the war) and he was to complete that task at whatever cost. Martin Gilbert gave a somewhat more favourable view to the plan that Haig drew up. Gilbert believed that Haig made a logical plan to wear out the enemy and exhaust his reserves and then prepare for a decisive attack made with the objective of piercing the enemy lines. Gilbert the goes on to explain how Haig elaborated and made it extremely clear that it was to be a decisive account similar to his leadership. Haigs plan went on to describe that once the Germans had been worn down and used up their reserves-but not until then-a mass of troops would be thrown in at some points where the Enemy has show himself to be weak with the definite objective to break through and win victory . Gilberts view of Haigs planning is of an optimistic plan by Haig with clear and logical objectives. Norman Stone agrees with Gilbert that Haigs plan was logical but points out that Haigs information and intelligence from the Somme was flawed. Stone explains how Haig still imagined that the German line could be breached and cavalry could pour through the gap, but it could have been poured more effectively elsewhere. Stone simply explains that the solidification of the German line in 1914 along ridges allowed their guns a greater advantage and gave them the benefit of earth less likely to turn into mud. Stone concludes that the most Haig could do would be to take those ridges. Although the Brittish war industry was rapidly expanding to capabilities able to make thousands of guns and millions of shells able to launch a bombardment Haig did not trust his mens capacity, and Hereford relied on crushing bombardment. Stone points out that he believed this was probably the error in the planning of the Somme. After the catastrophic first day of the battle, questions were being asked about why to continue with the battle, why should Haig risk another 20,000 British lives? Martin Gilbert says that the Germans knew that the British would not give up. It was part of the British spirit and would not honour the 20,000 already killed to simply give up. It also didnt comply with Haigs determination to fulfil his task of winning the war. Questions regarding the planning of the battle also arose- why was the wire not cut? Why were the Germans still alive after such heavy bombardment? Was it an British failure of a German success and who should ultimately be blamed for the deaths of so many innocent soldiers? Some people like Desmond Morton believe that figures such as John Carteris who was head of intelligence was incredibly bad and sycophant nature of his relationship with Haig led to incorrect predictions that formed Haigs plans. The overestimated results of the British bombardment by British generals is extremely clear by Martin Gilberts description of what British soldiers had to carry and what they were expecting. They carried a rifle with fixed bayonet, between 170 and 220 rounds of small arms, two grenades, a waterproof cape(although it was a beautiful summers day), two sandbags, a steel helmet, two gas helmets, a pair of google against tear gas, a first aid field dressing and iodine, waterproof groundsheet, filled water bottle, haversack, mess tin, towel, shaving kit, extra socks, message book, uneaten rations, extra cheese, one preserved and one iron ration. In addition 40% would carry shovels and 10% would carry picks and one battalion was given a tin of grey paint each. This resulted in about sixty-six pounds of equipment. Historian General Edmonds wrote the weight of this equipment made it difficult t get out of a trench, impossible to move much quicker than a slow walk or to rise and lie down quickly Historian Peter Liddle agrees with this conclusion adding thousands of men offering so bulky and slow-moving a target would crumple to the ground quickly enough but would not rise at all, never mind quickly In addition to this, a planned stun tactic was used to explode mines in front of German trenches two minutes before the assault but this resulted in craters being formed allowing the Germans to occupy these craters, install machine guns and deliver devastating fire upon the British Army. The overestimation of the success of the bombardment by Haig resulted in the false expectations of British soldiers to be able to simply walk across no-mans land and create the beginning of the end of the Great War. This is evident in Martin Gilberts long list of issued equipment-40% of men carried a shovel obviously for digging trenches, 2 sandbags each to protect their trenches, rations and groundsheets to be able to stop overnight during their long advance. If the British generals had correctly estimated the effects if the bombardment, British soldiers would not have gone over the top and 20,000 lives could have been spared. Personally, I believe the initial failure of the battle of the Somme was down to the leadership and intelligence of the British generals. Soldiers trusted them for the correct information that would lead to the overall success of the battle-in reality false predictions led to the slaughter of thousands of innocent lives. Haigs continuation of the battle led to the monumental and historical introduction of the tank and the eventual victory over the Germans. The planning of the offence in Passchendaele was viewed by Stone to have made sense that Haig wanted to advance in Flanders. Stone explains that the German position was strong with height, the Messines ridge and could fire at Ypres from the side. It also allowed the British to deal with the submarine base at Zeebrugge. Stone believed that the British army was very strong with millions of shells and considerable experience with the kind of bombardment that might loosen the defence. The problem of the water table at Passchendaele resulted in near certain considerable amounts of mud whenever it rained or was churned up by shell. Although eventual success occurred following the explosion of the Messines ridge on 7th June the initial success lured the generals into disaster Disaster arose when Haig threw away the advantage. Stone says that there was an extraordinary interval before the next British attack.during which the German defences were strengthened and allowed the Germans to install pill boxes in which heavy machine-guns were placed. Therefore, it becomes clear that the initial planning of Passchendaele was extensive and proved a huge success but the resulting actions from Haig led to a catastrophic German rebound as a direct consequence of the leadership of Haig. The 21st March 1918 saw a large German bombardment starting at 4:40 am and lasted until 9:40 pm. It resulted in a million shells being fired and a British retreat over the old Somme battlefield to the French town of Amiens. Later in the year when German reserves were disrupted, Norman Stone describes how Rawlinson, Monash and Currie had to persuade Haig to not persist with the attack beyond a few days. J Rickard wrote that during the planning of the Battle of Amiens, Haig had directed General Rawlinson, to prepare for an attack on the salient. He goes on to explain that Rawlinson developed a plan fro a tank battle. Rawlinson had a multi-national army with American, Australian, Canadian and British divisions. Interestingly, Haig was also given control of the French First Army. However, Haig launched a second attack further nothing, using the Third Army. The purpose of this attack known as the battle of Bapaume, was to force the Germans back to the line of the somme. This attack began n 21 August.the British advance forced the Germans to retreat to the Somme. The battle of Amiens gives an example of times when Haigs leadership proved to be successful. Although Haig used the same methods of leadership as he did at the Somme and Passchendaele, the decisive, stubborn approach was needed here to drive the Germans back at a time when the German defence was at its weakest, the perfect cond itions for the leadership of Haig. The National Archives describe how the final German assault which started in the Spring of 1918 very nearly succeeded. The final German assault, which culminated in the Spring of 1918, very nearly succeeded. American forces were vital in holding the line but it was the British who took the lions share of territory and prisoners, no doubt in part thanks to Haigs still inspiring leadership. However, questions have now been asked as to whether Haig nearly settled for a compromise with the Germans. Nick Allen wrote for the Daily Telegraph thatHaig didnt realise how weak German forces were towards the end and wanted to settle for a compromise, according to Dr J P Harris, senior lecturer in War Studies at the Royal Military Academy Sandhurst. Dr Harris said: He wanted to offer the Germans very, very, easy ceasefire terms in late 1918.That could have left Germany with its armed forces, including its artillery, and its territorial gains in Eastern Europe intact. The end of World War One on 11th November 1818 was a result of many factors that all came together. The arrival of fresh troops from America in the summer of 1918 gave the allied forces a very large advantage. History on the Net explains how The German commander Erich Ludendorff (right) was a brilliant military commander and had won decisive victories over Russia in 1917 that led to the Russian withdrawal from the war.In 1918 he announced that if Germany was to win the war then the allies had to be defeated on the Western Front before the arrival of American troops. The British Naval Blockade led to food shortages in Germany and subsequent protests on the streets of Berlin. October 1918 saw the resignation of German commander Ludendorff and a naval mutiny. Kaiser Wilhelm II then abdicated on November 8th 1918 and an armistice was signed on November 11th 1918. The controversial leadership of Field Marshal Haig throughout the Great War is subject to so many different views and opinions by different historians, making an informed assessment on his leadership is extremely challenging. However, I do believe that the infamous catastrophic first day of the Somme was down to poor intelligence, predictions and overestimation. Men were sent to their deaths in appalling conditions whilst I do not think that Haig was solely to blame, I do believe that his distinct leadership style was not suited to the planning of the Somme and as commander in chief he does have overall responsibility for the safety and wellbeing of all men in the Army. However, his leadership style fitted the circumstances of the final year of the great war. 1918 saw circumstances requiring decisive, quick and dictatorial actions at a time when German defences were weak and rapid advancements needed to be made. Haig played an incredibly important role in the final year which ultimately led to allied victory along with the help of the fresh American soldiers. In Conclusion, I believe that Field Marshal Haig had an incredibly unique leadership style that only fitted the final phases of the war. The inability to listen to new ideas and dictatorial style during the Battles of Somme and Passchendaele I believe led to the deaths of tens of thousands of innocent soldiers. Poor intelligence also contributed to the immense disaster of the first day of the Somme. Whilst Haig has a duty to take responsibility forthe deaths of British soldiers I certainly believe that a number of factors contribute to both the successes and failures of the Great War and no single person or factor can take overall responsibility.

Security Dillemma & Ethnic Conflict Essay examples -- essays research

The security dilemma can be used explain and predict ethnic conflict within a given state. Posen’s argument is supported by the belief that the basic tenets of realism provide a clear view of the security dilemma and its relationship with ethnic conflict. I believe the security dilemma in general is largely based in realist theory, and therefore fails to view international relations fairly. I believe that liberalism offers important insight into dealing with conflict that Posen fails to address.   Ã‚  Ã‚  Ã‚  Ã‚  Realist theory believes that one states military improvements are undistinguishable as offensive or defensive, and are seen as threats to another state. This, in turn, requires the opposing state to improve its military to ensure its own self interest. Posen argues that when an empire falls, there will be a power struggle between competing groups, within a state, as a result of the anarchy left by the failing empire. It is argued by Posen that the competing groups variations in the history of their group and whatever military power they may have will threaten other groups, creating a security dilemma, which results in ethnic conflict.   Ã‚  Ã‚  Ã‚  Ã‚  I believe the security dilemma is shaped by realist theory because it presupposes military improvements will be seen as threats. It has been shown that military improvements are not always seen as threats, for example the United States is not threatened by Pakistan having nuclear weaponry. Mutu...

“The Importance of Mother Tongue-Based Schooling for Educational Quality”

Commissioned study for EFA Global Monitoring Report 2005 Carol Benson, Ph. D. Centre for Research on Bilingualism Stockholm University 14 April 2004 Part A: Overview While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. Many developing countries are characterized by individual as well as societal multilingualism, yet continue to allow a single foreign language to dominate the education sector.Instruction through a language that learners do not speak has been called â€Å"submersion† (Skutnabb-Kangas 2000) because it is analogous to holding learners under water without teaching them how to swim. Compounded by chronic difficulties such as low levels of teacher education, poorly designed, inappropriate curricula and lack of adequate school facilities, submersion makes both learning and teaching extremely difficult, particularly when the language of instruction is also foreign t o the teacher.Mother tongue-based bilingual programs use the learner’s first language, known as the L1, to teach beginning reading and writing skills along with academic content. The second or foreign language, known as the L2, should be taught systematically so that learners can gradually transfer skills from the familiar language to the unfamiliar one. Bilingual models and practices vary as do their results, but what they have in common is their use of the mother tongue at least in the early years so that students can acquire and develop literacy skills in addition to understanding and participating in the classroom.Bilingual as opposed to monolingual schooling offers significant pedagogical advantages which have been reported consistently in the academic literature (see reviews in Baker 2001; Cummins 2000; CAL 2001): Use of a familiar language to teach beginning literacy facilitates an understanding of sound-symbol or meaning-symbol correspondence. Learning to read is most efficient when students know the language and can employ psycholinguistic guessing strategies; likewise, students can communicate through writing as soon as they understand the rules of the orthographic (or other written) system of their language.In contrast, submersion programs may succeed in teaching students to decode words in the L2, but it can take years before they discover meaning in what they are â€Å"reading. †  ¦ Since content area instruction is provided in the L1, the learning of new concepts is not postponed until children become competent in the L2. Unlike submersion teaching, which is often characterised by lecture and rote response, bilingual instruction allows teachers and students to interact naturally and negotiate meanings together, creating participatory learning environments that are conducive to cognitive as well as linguistic development. Explicit teaching of the L2 beginning with oral skills allows students to learn the new language through commun ication rather than memorization. In submersion schooling teachers are often forced to translate or code-switch to convey meaning, making concept learning inefficient and even impeding language learning, while bilingual programs allow for systematic teaching of the L2.  ¦ Transfer of linguistic and cognitive skills is facilitated in bilingual programs.Once students have basic literacy skills in the L1 and communicative skills in the L2, they can begin reading and writing in the L2, efficiently transferring the literacy skills they have acquired in the familiar language. The pedagogical principles behind this positive transfer of skills are Cummins’ (1991, 1999) interdependence theory and the concept of common underlying proficiency, whereby the knowledge of language, literacy and concepts learned in the L1 can be accessed and used in the second language once oral L2 skills are developed, and no re-learning is required.Consistent with these principles, it is possible for chi ldren schooled only in the L2 to transfer their knowledge and skills to the L1, but the process is highly inefficient as well as being unnecessarily difficult. Code-switching and code-mixing involve alternation between languages, and are common communication strategies in bi- and multilingual contexts. Code alternation functions best when all parties are competent speakers of the languages involved, but in submersion classrooms it is more of a coping strategy for dealing with a foreign instructional medium and does not necessarily contribute to second language learning.As specialists Lanauze & Snow explain, transfer means that â€Å"language skills acquired in a first language can, at least if developed beyond a certain point in L1, be recruited at relatively early stages of L2 acquisition for relatively skilled performance in L2, thus shortcutting the normal developmental progression in L2† (1989: 337).  ¦ Student learning can be accurately assessed in bilingual classrooms . When students can express themselves, teachers can diagnose what has been learned, what remains to be taught and which students need further assistance.In submersion schooling cognitive learning and language learning are confounded, making it difficult for teachers to determine whether students have difficulty understanding the concept itself, the language of instruction, or the language of the test.  ¦ The affective domain, involving confidence, self-esteem and identity, is strengthened by use of the L1, increasing motivation and initiative as well as creativity.L1 classrooms allow children to be themselves and develop their personalities as well as their intellects, unlike submersion classrooms where they are forced to sit silently or repeat mechanically, leading to frustration and ultimately repetition, failure and dropout.  ¦ Students become bilingual and biliterate. Bilingual programs encourage learners to understand, speak, read and write in more than one language. In co ntrast, submersion programs attempt to promote skills in a new language by eliminating them from a known language, which may actually limit learner competence in both.All of these advantages are based on two assumptions: one, that basic human needs are being met so that schooling can take place; and two, that mother tongue-based bilingual schooling can be properly implemented. Simply changing the language of instruction without resolving other pressing social and political issues is not likely to result in significant improvement in educational services. However, because language cross-cuts race, ethnicity, gender, and poverty, even minimally implemented bilingual programs have the potential to reach those who have traditionally been left behind by L2 submersion schooling.This paper will discuss how choosing an appropriate language of instruction has positive implications for education in terms of both increasing access and improving quality. Education for All: Building Strong Learn ing Foundations thru the Mother Tongue * Philippine basic education is now at a critical crossroad. It now calls for the revisiting of our commitment to Education for All (EFA) 2015. All stakeholders have to be vigilant and involved. Otherwise, education will just be a weak transformative power in our society.Instead of education for all, it will be education for the few; instead of seeing Filipino youth become critical thinkers, coherent communicators, and productive citizens; we will see a generation of unreflective and mediocre mouthpieces of languages not their own. We affirm the need to improve learning competencies in all subject areas, including English. Our educational system has to move forward following a roadmap drawn by experts in language and education based on empirical proofs. Experiences of other multilingual countries all point to the mother tongue as the best language of learning, especially in the early grades.The mother tongue is the most effective bridge to and foundation for the learning of other languages like English. At this stage, however, many of our lawmakers and national leaders still hold on to the unfounded but long-held belief that an English-dominated initial basic education will produce superior learners. We submit that such educational strategy will only benefit a very small number of Filipinos—those who belong to families where English is the home language. But the truth is that the majority of our school children come from homes where the mother tongue is the predominant language.This explains their marginalization in the classroom. Such marginalized learners, as pointed out by scientific evidences face the double burden of learning. They are struggling to learn the 3Rs on top of the big burden of learning an alien language in which they are taught. This predicament is one of the major culprits of poor performance and high drop-out rates. All of these imply the needed approach– teach the yet unknown 3Rs throug h the already familiar local language and culture, build the learner’s capacity to learn and introduce a second language with the correct phasing.With such mother tongue-based multi-lingual education (MLE) framework, the mastery of all the learning areas including English is effectively attained. It is a basic truth that language embodies a person's cultural identity and heritage. To uphold this truth, even international law guarantees and directs states’ educational system to develop respect for the child’s own cultural identity and language (Article 29-c Convention on the Rights of the Child). Thus, we reject any assertion that a local language may be inferior, inadequate and poses an obstacle to learning.We also reject the usual argument that MLE is costly and, therefore, very hard to implement in the face of limited financial resources. Papua New Guinea, a poor Asian country of more than 800 languages, has demonstrated that reliance on local initiatives and resources for MLE is highly feasible and substantially saves on much costs of developing and producing learning materials. Recently, our own DepEd’s Agusan Pilot MLE Study corroborated the practicality and merits of local self-reliance and initiatives.Thus, we submit that ultimately, to insist on teaching with an alien language is more costly and inefficient when children do not become functionally literate and hardly develop higher order thinking skills and whose English competencies are mediocre. Mother Tongue-Based Multilingual Education Many Filipino learners face barriers in education. One of these barriers is that our learners often begin their education in a language they do not understand. Because they do not understand the language of education, many learners become discouraged and tend to drop-out from school.Content of material is often culturally distant or unfamiliar to the learners. The limited education that learners receive does not prepare them for lifelong l earning. Mother tongue-based multilingual education (MLE) is a formal or nonformal education, in which the children’s mother tongue is used in the classroom as a bridge in learning Filipino and English. Children begin their education in a language they understand, their mother tongue, and develop a strong foundation in their mother language.The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills enabling children to operate equally in different languages – starting in the mother tongue with transition to Filipino and then English. It is a structured program of language learning and cognitive development which provides learners with a strong educational foundation in the first language. If the mother tongue is not used, we create people who are illiterate in two languages.Children do not become sufficiently fluent in their mother tongue (L1) in both oracy and literacy if their vocabulary in L1 is limited, thus restricting their ability to learn a second language (L2). A strong foundation in L1 is required for learning L2. Children’s understanding of concepts is limited or confused if leaning is only L2. The benefits of MLE include the following: †¢ Reduced drop-out †¢ Reduced repetition †¢ Children are attending school. †¢ Children are learning. †¢ Parents and community are involved. †¢ It is more cost – effective to implement mother tongue programs.A region wide training was conducted last summer in preparation for this school year’s pilot implementation. A Regional association of supervisors, school heads and teachers was organized during that training. Feedback gathered from the pilot implementers revealed that teachers find the use of the MTB-MLE very useful. Pupils are very participative and most of them have learned to read by this time. Although some teachers find it tiresome, especially in the preparation of materials, but they feel rewarded by seeing the enjoyment among the pupils in their learning experiences.

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Writing Mantras

Writing Mantras    Im not a fan of interviews, which might sound a little self-centered because I have been interviewed many times. But I have to admit that when I see an interview of an author with all the stereotypical questions, I hit delete. I dont know how I managed to remain on this authors interview page long enough to read to the end of it, to the juicy part, but I did. And I immediately thought, My readers need to know this. lucberthelette.com/#!authorelizabeth-gilbert/c1vg0 Elizabeth Gilbert is author of several books, most notably Eat, Pray, Love. The interviewer asked a   few clichà © questions, but luckily Ms. Gilbert answered with genius. Rather than describe the interview, I chose to pull out snippets that I label as mantras. If youve read The Shy Writer Reborn (www.chopeclark.com), you know that I am a believer in mantras to instill willpower. The simplest path seems to be to embrace what you are good at, which is like swimming with the current, rather than against it. to figure out what, indeed, your own life is all about requires a ferocious level of attention to the way you are tuned, and equally ferocious stewardship of the Self once I began writing, it became clear to me: This is not a foreign language; this is my native tongue. You must write the book that you feel is missing from your bookshelf. My suggestion is to focus not on becoming successful, but on becoming great. dont demand that your art supports your life. Instead, make a promise that your life will always support your art. A degree in writing is not what makes you a writer. Writing every day is what makes you a writer. And writing every day is absolutely free. And when asked for a final word, she said, ONWARD. I smiled because mine is MOVE FORWARD. Always has been. Your mission is to live forward, not backward. Make each step new and fresh, not one that re-walks old ground.

Create a Database Using Delphis File Of Typed Files

Create a Database Using Delphi's File Of Typed Files Simply put a file is a binary sequence of some type. In Delphi, there are three classes of file: typed, text, and untyped. Typed files are files that contain data of a particular type, such as Double, Integer or previously defined custom Record type. Text files contain readable ASCII characters. Untyped files are used when we want to impose the least possible structure on a file. Typed Files While text files consist of lines terminated with a CR/LF (#13#10) combination, typed files consist of data taken from a particular type of data structure. For example, the following declaration creates a record type called TMember and an array of TMember record variables. type   Ã‚  TMember record   Ã‚  Ã‚  Ã‚  Name : string[50];  Ã‚  Ã‚  Ã‚  eMail : string[30];  Ã‚  Ã‚  Ã‚  Posts : LongInt;  Ã‚  end;  var Members : array[1..50] of TMember; Before we can write the information to the disk, we have to declare a variable of a file type. The following line of code declares an F file variable. var F : file of TMember; Note: To create a typed file in Delphi, we use the following syntax: var SomeTypedFile : file of SomeType The base type (SomeType) for a file can be a scalar type (like Double), an array type or record type. It should not be a long string, dynamic array, class, object or a pointer. To start working with files from Delphi, we have to link a file on a disk to a file variable in our program. To create this link, we must use AssignFile procedure to associate a file on a disk with a file variable. AssignFile(F, Members.dat) Once the association with an external file is established, the file variable F must be opened to prepare it for reading and writing. We call Reset procedure to open an existing file or Rewrite to create a new file. When a program completes processing a file, the file must be closed using the CloseFile procedure. After a file is closed, its associated external file is updated. The file variable can then be associated with another external file. In general, we should always use exception handling; many errors may arise when working with files. For example: if we call CloseFile for a file that is already closed Delphi reports an I/O error. On the other hand, if we try to close a file but have not yet called AssignFile, the results are unpredictable. Write to a File Suppose we have filled an array of Delphi members with their names, e-mails, and number of posts and we want to store this information in a file on the disk. The following piece of code will do the work: var   Ã‚  F : file of TMember;  Ã‚  i : integer;begin   AssignFile(F,members.dat) ;   Rewrite(F) ;   try   Ã‚  for j: 1 to 50 do   Ã‚  Ã‚  Write (F, Members[j]) ;   finally   Ã‚  CloseFile(F) ;   end;end; Read from a File To retrieve all the information from the members.dat file we would use the following code: var   Ã‚  Member: TMember   Ã‚  F : file of TMember;begin   AssignFile(F,members.dat) ;   Reset(F) ;   try   Ã‚  while not Eof(F) do begin   Ã‚  Ã‚  Read (F, Member) ;   Ã‚  Ã‚  {DoSomethingWithMember;}   Ã‚  end;  finally   Ã‚  CloseFile(F) ;   end;end; Note: Eof is the EndOfFile checking function. We use this function to make sure that we are not trying to read beyond the end of the file (beyond the last stored record). Seeking and Positioning Files are normally accessed sequentially. When a file is read using the standard procedure Read or written using the standard procedure Write, the current file position moves to the next numerically ordered file component (next record). Typed files can also be accessed randomly through the standard procedure Seek, which moves the current file position to a specified component. The FilePos and FileSize functions can be used to determine the current file position and the current file size. {go back to the beginning - the first record} Seek(F, 0) ; {go to the 5-th record} Seek(F, 5) ; {Jump to the end - after the last record} Seek(F, FileSize(F)) ; Change and Update Youve just learned how to write and read the entire array of members, but what if all you want to do is to seek to the 10th member and change the e-mail? The next procedure does exactly that: procedure ChangeEMail(const RecN : integer; const NewEMail : string) ;var DummyMember : TMember;begin   {assign, open, exception handling block}   Seek(F, RecN) ;   Read(F, DummyMember) ;   DummyMember.Email : NewEMail;   {read moves to the next record, we have to   go back to the original record, then write}   Seek(F, RecN) ;   Write(F, DummyMember) ;   {close file}end; Completing the Task Thats it- now you have all you need to accomplish your task. You can write members information to the disk, you can read it back, and you can even change some of the data (e-mail, for example) in the middle of the file. Whats important is that this file is not an ASCII file, this is how it looks in Notepad (only one record): .Delphi Guide g Ã’5 ·Ã‚ ¿Ãƒ ¬. 5. . B V.LÆ’ ,„ ¨.delphiaboutguide.comà .. à §.à §.à ¯..

Global Strategic Management Essay Example | Topics and Well Written Essays - 3500 words

Global Strategic Management - Essay Example The other crucial things like stakeholders and their role has been briefly discussed. A new business is exposed to vulnerabilities and therefore the various contingencies that the newly formed company can face have also been discussed. Table of Contents Executive Summary 2 Table of Contents 3 Introduction 5 Stakeholder consultation and participation 6 Critical Assumptions 7 Vision & Mission 7 Environmental Analysis (PEST) and drivers of future change 9 PEST Analysis 9 7S Framework 10 Structure 11 Strategy 12 Systems 15 Style 15 Staff 16 Skills 16 Shared Values 16 SWOT Analysis 16 Strategic goals and objectives 17 Resourcing 18 Implementation Framework and challenges- Ansoff Matrix 18 Evaluation and Control 20 Performance Management System- 20 Timeframe and Contingencies 21 Conclusion 23 Appendix 24 Reference 25 Bibliography 27 Introduction The project presents a strategic management report for a company to be set up in the UK market. The primary objective is to provide a report for a private equity firm for providing venture capital for the company to set up operations in UK. The company would be established in the retail market in UK which has been showing strong prospects very recently. This is primarily because the market is less flooded with large retailers. The project presents the analysis of the market and designs a complete management strategy for the company that would be established. It outlines the criteria against which the stakeholders’ participation would be secured. It presents the vision and mission statements of the company and makes analysis of the environment using PEST. The resource implications arising from the analysis has been presented in the project. The global drivers of change that might influence the company have been presented also. Finally, a performance management system has been designed for to evaluate and control the progress of activities. Stakeholder consultation and participation The company to be launched will be a p rivately held entity. Therefore, the shares of the company will remain in the hands of selected individuals. The main stakeholders of the company are expected to be shareholders, suppliers and the private equity firm. In a privately held company the shares remain in the hands of selected group of individuals. The main advantage of a privately held company is that ownership vests in the hands of few people thereby facilitating fast approval of crucial business decisions. This is a good feature as the management decisions can be carried out fast without any impending approvals. The shareholders of the company though few in number enjoy rights relating to voting. The directors of the company will be elected from this group of shareholders. The private equity firm can also place its member in the company Board. The directors of the company will take up various responsibilities relating to marketing, finance and other important matters. As the directors of the company are also the owners this will help in avoiding any ‘conflict of interest’. The suppliers of the company also form one of its stakeholders. The company can acquire goods on credit from this group of suppliers. Therefore they too have a stake in the company. However they will not enjoy any say in the company affairs. Initially the company may not be able to attract funds from the banks and financial institutions. Eventually with

Marketing strategy Essay Example | Topics and Well Written Essays - 3000 words

Marketing strategy - Essay Example The pharmaceutical industry is highly concentrated and only a few companies are doing well in the industry. The main aim of this study is to analyze the marketing strategies adopted by GlaxoSmithKline Plc; a London based pharmaceutical company (Chaffey et al., 2008). The study would also analyze the factors affecting the marketing strategies implemented by GlaxoSmithKline Plc. Since, the company is a UK based company it would also analyze its strategic position in UK as well as in other countries. An analysis of the marketing mix of the company would help in highlighting the key elements of the marketing strategies adopted by the company (Zhou et al., 2010). Introduction Medicines form an integral part of a human’s life because the discovery and invention of medicines have improved the health and quality of life of human beings. The consumption of drugs has increased rapidly. Every year, around 650 million prescriptions are written by the General practitioners alone in UK (Hou se of Commons, 2005). The National Health Service, UK sells medicines worth ?7 billion annually and 80 percent of which is spent on branded products. In UK, it is the most profitable sector after Tourism and Finance. USA has the largest pharmaceutical market and most of the research and development of leading pharmaceutical companies is done in USA itself. UK accounts for 10 percent of the global research and development expenditure. The medical products manufactured by the companies have not only improved the health of the people but has also reduced the need of surgical operations to a large extent (House of Commons, 2005). One of the leading pharmaceutical companies in the world is GlaxoSmithKline Plc, a company which produces effective medicinal drugs for various diseases. It also has a separate healthcare division which produces popular oral healthcare and nutritional products like Sensodyne, Horlicks, Lucozade, Boost, and Gaviscon. The company sells prescription medicines and over the counter medicines. Most of the company’s revenue is generated from the healthcare product divisions which include toothpaste and energy drinks. The company’s top selling prescription medicine includes Avandia and Paxil which are anti depressant pills (GlaxoSmithKline Plc, 2013a). The company believes in complying with the national health guidelines of UK and providing beneficial treatment to the medicine users. Currently, the pharmaceutical industry is facing a number of challenges like slow economic recovery, high cost of development of drugs and stricter health regulations imposed by government etc. Pfizer, a leading pharmaceutical company of the world has announced plan to close down its research and development wing in UK to curb down operational costs (Gallagher, 2012). GlaxoSmithKline Plc had been witnessing a steady growth even amidst this economic slowdown. In the year 2012, the company spent ?4 billion dollars in the research and development of new me dicines, consumer products and new medicines (GlaxoSmithKline Plc, 2013b). Most of the company’s revenue comes from the USA because the sale of prescription drugs is a subject to price control policies of the respective country. The USA is the only industrialized nation where there is no price control

Belle Gunness-A Female Serial Killer Research Paper

Belle Gunness-A Female Serial Killer - Research Paper Example Little is known of the early life of Gunness, and reports that do exist are conflicted. Some report that Belle Gunness was born Bella Poulsdatter in Trondhjeim, Norway (Geringer). Other reports have Belle Gunness born as Brynhild Poulsdatter Storset in Selbu, Norway (Gibson 36). Most biographers, according to author Dirk Cameron Gibson, agree that her date of birth was November 11, 1859, in or around Lake Selbu, Norway, as well as the fact that she was raised without much money (36). It is also agreed that Belle, then Bella, emigrated from Norway to the United States between 1881 and 1884 by courtesy of her elder sister, who sent her money for passage as well as offered her houseroom upon her arrival in Illinois (36). It does appear that the first few years in America were happy ones. She Americanized her name to Belle and married her first husband, Mads Sorenson, along with bearing him four children, with only two living past infancy (Jones 157). The couple owned a candy store, but the popular saying goes that â€Å"it only turned a profit after it burned to the ground† (Jones 158). In addition, two of the houses the couple owned also burned (Geringer). All carried insurance policies, which the couple collected, as the insurance companies were never able to find exactly what started the fires (Jones 158). They were also unable to prove that the fires had been started intentionally (Jones 158). Gunness once again had reason to collect insurance in 1900. Mads Sorenson suddenly died on July 30, 1900 in a â€Å"convulsive agony† (Schechter 177). When he was examined by the coroner, he was found to have an enlarged heart, which was noted as his cause of death (Jones 158). Before the cash was finished being counted into her hands, Belle took the insurance money of $8,500 and moved to La Porte, Indiana, with her three children (Geringer). Once in La Porte, it was not long before love, or at least another husband, found

Hitler And National Socialism In Germany Essay Example for Free

Hitler And National Socialism In Germany Essay Adolf Hitler was born in 1889 at Braunau an Inn on the Austrian side of the border with Germany. In 1913 he left Vienna for Munich and in August 1914 he joined a Bavarian infantry battalion and spent the next four years of the First World War on the western front, where he was promoted to the rank of corporal and generally served with distinction. At the end of the war, amid considerable revolutionary fervour in Germany, he returned to Munich and joined the German Workers Party, a counter-revolutionary movement dedicated to the principles of German national socialism, as opposed to Jewish Marxism or Russian Bolshevism. In February 1920 the party took the name National Socialist German Workers Party (Nationalsozialistische Deutsche Arbeiterpartei, NSDAP, Nazi for short) and set out its 25- point party programme. The name at the bottom of the document is not Hitlers that of Anton Drexler, who set up the German Workers Party in Munich. Although Hitler had only been a member of the party for a year, the twenty-five points reveal the influence of his ideas. The programme contained many of the policies that became associated with the Nazis when they gained power constitutionally in 1933. In November 1923 Hitler entered Landsberg prison; he remained there until his release in December 1924. To all practical intents and purposes his party had ceased to exist and it was perhaps as well for the fuehrer that he had to withdraw from all political activity, for the general climate was not propitious. Inflation had come to an end, and after experiencing some severe shocks in her domestic and foreign affairs, Germany entered a period of relative calm and stability. For the time being, at any rate, this reduced the appeal that the extremist movements of both right and left had for the public. Stability was not to last and in retrospect the mid-twenties appear to have provide the Nazis with the necessary interlude in which to prepare themselves for the great onslaught on the Weimar Republic which too place towards the end of the decade. Hitlers stay in prison, almost as merry and certainly as comfortable as that described in Johann Strauss famous operetta, provided him with a welcome opportunity to put some of his ideas in writing, thus giving National Socialism a doctrine of sorts. On foreign policy in particular National Socialism had been rather weak, frequently contradictory; Hitler must have felt an urgent need to give his movement some guidance in this field when, in 1926, he wrote the sections on a future German policy in the last part of Mein Kampf, and when, in 1928, he dictated his second book entirely devoted to foreign political questions, destined not to appear in print in his lifetime. In these writings Hitlers views about Russia and Bolshevism were systematically developed for the first and last time; essentially, they did not undergo any major change throughout the rest of his life. Hitler and National Socialism in Germany While Hitler was in prison the leaderless National Socialist movement split into several factions. Some Bavarian Nazis decided to follow a more radical left-wing line, mainly in order to attract Communists; there was some vague idea of a division of labour between the extremes. You hang the Jews, well hang the other capitalists, some Communists are alleged to have replied. But since this demagoguery alienated the lower middle class, which was, after all, the backbone of Nazism, the political line eventually was changed, and Communism again became a dangerous enemy. In the west of Germany, there was but little hope of attracting workers with the anti-leftist slogans that had been successful in Munich before 1923. The brothers Gregor and Otto Strasser, as well as young Dr Goebbels, who built up the Nazi Party in west Germany, decided on a much more radical approach, and one which led to open conflict within the Nazi movement and eventually to a showdown. In October 1932, when the economic crisis in the West had reached its peak, the official organ of the Nazis declared: The five year plan has ceased to be a theory. It has become a reality, a hateful, but one that must be taken into account. The relative success of the plan made a deep impression in these circles; its cost and the many unnecessary victims it demanded did not worry the Nazis; on the contrary, the Gewaltmensch Stalin became for some of them almost an attractive figure. Yet it did not make them more friendly disposed towards Communism. They stressed in their propaganda now that the Soviet menace in the East had grown and that only a National Socialist Germany could successfully withstand the Bolshevik tide. National Socialism, they said, would defend Germany not for capitalism, which was bankrupt- it was certainly not worth while to shed ones blood for this. Germany would be saved only by an idea, a new organic social order- namely, National Socialism. In 1945 German historians were confronted with a completely new challenge. The defeat of National Socialist Germany in the Second World War not meant the Germans had lost the war but now also had to face being held accountable for political crimes of previously inconceivable proportions. American historians explain this after 1945 with a politically undesirable development in Germany that is supposed to have reached from Luther to Hitler; the rise and fall of the Third Reich was thus merely the inevitable end thereof. The two leading German historians of the immediate postwar period, Friedrich Meinecke and Gerhard Ritter, both having distanced themselves considerably from the Third Reich, believed the entire tradition of the German national state to be in great danger. In 1946 Meinecke therefore tried to represent the Third Reich as the German catastrophe, for which he held the National Socialism and its demonic leader Hitler responsible. Ritter even claimed in 1948 that National Socialism was not a specifically German phenomenon, but had instead been caused by the crisis in European democracy in the twentieth century. Both failed to include National Socialism in the continuity of German history, but instead chose to interpret it as a historical break with tradition. After the erection of the Berlin Wall, and the subsequent crisis in the Federal Republic of Germany, this form of dealing with Germanys past was radically challenged. Fritz Fischers book on Germanys grip for world power in the First World War showed that even the imperial government, led by Wilhelm II had followed an expansive imperialist policy- by no means was Hitler the first to do so. The continuity of German politics in the twentieth century, which most of the West German historians had vehemently denied, was thus once again on the scholarly agenda. This led to the first big Historikerstreit in the mid-1960s in the Federal Republic of Germany, who by those who believed a degree of continuity from imperialist to National Socialist Germany existed. In particular, the development of National Socialism was seen as the result of a historical singular path (Sonderweg), which only German society had followed in 1871, when the Reich was founded. The central argument of this interpretation of National Socialism consists in blaming the continued existence of pre-industrial and authoritarian societal structures for the lack of drastic modernisation in Germany. Without a successful bourgeois revolution, Germany was thus helpless when faced with the attack of authoritarian- oriented political forces. Seen from this point of view, National Socialism thus appears as the result of the opposition of national-conservative elite against the societal process of transformation in Germany that had been gathering momentum since 1919. In order to support this interpretation, less focus was placed on German politics since 1919 and more on German society during the Empire. It was National Socialism, not the Hitler Youth, that made such a powerful appeal to young Germans, above all by its activist character. In vivid contrast to the interminable discussions of the Biinde, elaborating ideals that were to be realized in some indefinite future, Hitler affirmed that the hour had already struck; the day of national salvation had arrived. The Biinde had wanted their members to understand that all the different aspects and facets of the political problem had to be studied, each from its own angle, before a political judgement could be valid and comprehensive. Commendable in itself, this relativistic approach was also their weakness, and made them an easier prey to the fanaticism and one-sidedness of National Socialism. While the Biinde were talking about sacrifice, their rivals were demanding, and getting, immediate action. Facing the rising tide of National Socialism, more and more of the biinische youth feared that history would pass them by, and felt incapable of remaining inactive. The cry for political engagement awakened a profound response in such a period of disarray and desperation. It must be remembered that the middle classes were hardly less seriously hit by unemployment than the working class; every thing seemed undermined by the general economic decline and the spectre of academic and white-collared poverty was becoming a grim reality. Choosing Hitler was not an act of political decision, not the choice of a known programme or ideology; it was simply joining a quasi-religious mass movement as an act of faith. Rational misgivings about the relevance of Hitlers professions of the solution of Germanys real problems cannot have been entirely absent from the minds of many, but they were perfectly willing to surrender their own critical judgment. It meant abandoning democracy and freedom as impotent and discredited ideas and trusting the Fiihrer, who would know best what to do.