Adrenalin Rush

The world was getting too crowded and so, Zues, created a war and that was the Trojan war†¦ Farwell between Hector and Andromache Iliad book VI Hector: (went in the house looking for Andromache) Andromache†¦Ã¢â‚¬ ¦.. (He looked everywhere but she’s not there) Be so good to tell me where your mistress has gone. To one of my sisters or to Athena’s temple where the women are making supplication? Housekeeper: No, sir, not to any of the family, nor to Athena’s where the women are all gone to offer their supplication. Housekeeper2: to tell the truth, sir. She has gone up on the walls, because she heard that our people were in danger and the enemy was getting the best of it. She just gone off in a great hurry like one distracted, with the nurse carrying the boy. (Hector went back by same way along the streets till he reached Scaian gates. ) (Andromache saw him and run towards him. The nurse followed her carrying the child. ) Andromache: My dearest, how can you do it? Your courage will be your death! Have you no pity for your baby, or your unhappy wife, who will soon be your widow! Soon the enemies will rush upon you and kill you! And I, if I lose you, it would be better for me to go down into my grave. There will be no comfort for me if you are killed, but only sorrow. (Hector put his arms on her shoulder) Hector: I won’t be killed promise. (Smiled) Andromache: I have no father and no mother now. My father was slain by Achilles; he lay waste my home. Thebe, with its lofty towers; he killed Eetion, my father. My seven brothers all went down to Hades in one day for that terrible Achilles killed them all amid their cattle and sheep. My mother, who was queen in that place, was brought away a prisoner. Cries) So you are my father and my mother, Hector; you are my brother; you are my loving husband! Then pity me and stay here behind the walls; do not make your boy an orphan and your wife a widow! But post your men by the fig tree, where the wall may be scaled most. Hector: I have not forgotten all that, my wife, but I could not show my face before the men or the women of Troy if I sulked like a coward out of the way. And I will not do it, for I have learned how to bear myself bravely in front of the battle and to win credit for my father and for myself. One thing I know indeed in my heart and soul-a day shall come when scared Troy shall perish, and Priam and the people of Priam; but my sorrow is not so much for what will happen to the people, or to my mother, or King Priam, or my brothers, when all those good and true men shall fall in the dust before the enemies-but for you, when armed men shall drive you away weeping and take from you the day of freedom. To think that you should live in a foreign land, ply the loom at the orders of another woman; that should carry water from strange fountains, crushed under stern necessity-a hateful task! That someone should see you shedding tears, and say ‘there is Hector’s wife, and he was the first and best brave Trojans when there was a war about Troy’-and he will make your pain ever fresh, while there is no such man to save you from the day of slavery. May I be dead and buried deep in the earth before I hear your cries and see you dragged away! (Hector tries to held hands to his son, but the child was afraid of him for he was wearing his armour. ) (Hector took off his helmet, grabs his son and raised him) Hector: o Zeus and all ye heavenly gods! Grant this, my son, may be as notable among our people as I am, and let him be as strong, and let him rule Troy in his strength! When he goes to war, let them say ‘This man is much better than his father! ’ May he kill his enemy and bring home the bloodstained spoils and give joy to his mother’s heart. (Hector kissed the forehead of his wife) *THE clashing!!!!! * Achilles: (shouting) Hector!!!!!!†¦Ã¢â‚¬ ¦. Hector!!!!†¦Ã¢â‚¬ ¦. Get out there!!!! Let’s fight!!!! (at the walls) Hector: my love, farewell. Don’t cry for I will be back bringing Achilles’ head to you. I should be going now†¦ Achilles!!!!! What air brought you here all alone! Are you out of your mind? Achilles: How dare you kill my friend Patroclos†¦Ã¢â‚¬ ¦ you must DIE!!!!!! AHHHHHHHHH†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (they fought fiercely until only one man remained standing. ) Achilles: you people of Troy is no match to me!!!! (He tied a rope to Hector’s body and trolled it around the grounds of their battle field. ) (at the tower in Troy) Priam: How cruel are you! How can you do that to my son†¦Ã¢â‚¬ ¦ (cries) Queen: (holding the arm of his husband. Crying) oh.. my son†¦. Priam: (put his arms around the queen) Andromache: Hector!!!!!!!!!!! (Cried so hard) (Achilles brought Hector’s body to their camp) *Ransom of Hectors body* (Priam went to Achilles tent) (Automedon and Alcimos had just finished eating) Priam: Remember your own father, most noble Prince Achilles, an old man like me near the end of his days. It may be that he is distressed by those who lived around him, and there is no one to defend him from peril and death. But he indeed, so long as he hears that you still, is glad at heart and hopes every day that he will see his well-loved son return home from Troy. But I am all unhappy since I had the best sons in the broad land Troy and not one of them is left. All have fallen in the battle; and the only one who by himself was our safeguard-the one you have killed. I come now to your camp to redeem him from you, and I bring a rich ransom. O Achilles, fear God and pity me, remembering your own father but I am more pitied. I have endured to do what no other man in the world has ever done-to kiss the hand of the man who slew my sons. Achilles: ah! Poor man indeed your heart has borne many sorrows! How could you come to Achaian camp alone? How could you bear to look at the man who killed your noble sons, as I have done? Your heart must be made of steel. Come now, sit down upon a seat. We will let our sorrows lie deep in our hearts awhile, for there is no profit in freezing lamination. This is the way of the gods have spun their threads for poor mortals! Our life is all sorrow, but they are untroubled themselves. Priam: tell me not yet to be seated, gracious prince, while Hector lies here uncared for. I pray you set him free quickly, that I may look upon him; and accept the ransom that we bring, a great treasure. May you live to enjoy it and return to your own country, since you have spared me first? Achilles: i mean myself to set your Hector free. Zeus sent me a message by my mother, the daughter of the old man of the sea. And I understand quite well, sir that some god brought you into our camp. For no mere man would dare among us, let him be ever so young and strong. He could not escape the guards, and he could not easily lift the bolt of our doors. (Achilles returned the body of hector) Achilles: your son, sir has been set free as you asked, and he lies on his bier. At break of day you shall see him yourself, on your journey, but now let us think of supper. Venerable prince, let us two also think of something to eat. After that, you may weep for your son again when you have brought him back to Troy. Many tears he will cost you! (After eating, they look at each other admiring each one) (Priam brought Hector’s body back to Troy. And Cassandra was the first one to see them coming) Cassandra: (shouting) come, all you men and women of Troy! You shall see Hector. Come if ever you were glad while he lived to welcome his return from battle, for he was a great gladness to the city and all the nation. (Hector’s wife and his mother came running towards the wagon. ) Priam: let the mules pass. When I have brought him into our house you will have plenty of time to lament. Andromache: my husband, you perished out of life, still young, and left me a widow in the house! (Cries) the boy is only a baby, your son and my son, doomed father, doomed mother! And he think will never grow up to manhood; long before, our city will be utterly laid waste. For you have perished, you our watchman, you our only savoir, who kept safe our wives and little children! They will soon be carried off in ships, and I with them. And you, my child-you will go with me where degrading tasks will be found for you to do, driven by a merciless master; or some enemy will catch you by the arm, and throw you over the wall of painful death, in revenge perhaps for some brother that Hector killed, or father, or son maybe, since many man bit the dust under the hands of Hector. You father was not gentle in the field of battle! Hector!!!!! But for me most of all, cruel sorrow is my lot. For you did not stretch out to me your dying hands from your deathbed. You said no precious word to me, which I might always remember night and day with tears! Queen: Hector, best beloved of all my children, dearest to my heart! Living, the gods loved you well; therefore, they have cared for you even when death is your lot. Other sons of mine Achilles took, and he would sell them over the barren sea, one to Samos, one to Imbros, or to steaming Lamnos; but you-when he had torn out your soul ith his sharp blade, he dragged you again and again around the grave of his comrade you slew. But that did not bring him back from the grave! And now you lie in my house fresh as the morning dew, like one that Apollo has visited and slain with his gentle shafts! Helen: Hector, best beloved of all my good brothers, and dearest to my heart! Indeed my husband is Prince Alexandros, who brought me to Troy-but would that I had died first! Twenty years have passed since I left my country and came here, but I never heard from you one unkind or slighting word. If anyone else reproached me, a sister or brother of yours, or a brother’s wife, or your mother- for your father was always as kind as if he were mine-you would reprove them; you would check them with your gentle spirit and gentle words. Therefore I weep for you and with you for my unhappy self. For there is no else in the length and bread of Troy who is kind or friendly; they shall shudder at me. Priam: now, Trojans, fetch wood into the city, and have no fear of any ambush of our enemies. For Achilles in parting from me promised that he would do us no harm until the twelfth day shall dawn. (Funeral service)

Nationalism Is a Modern Form of Consciousness

A few weeks ago the topic of nationalism was presented to me. So I asked myself â€Å"What is nationalism? † and â€Å"How did it come about? † This led me to an essay stating that â€Å"Nationalism is a modern form of consciousness (Greenfeld 2006: 64-92). † It went on to say that â€Å"Nationalism is the constitutive element of modernity and it provides the foundational form of consciousness in all societies defined as nations (Greenfeld 1992: 3-26). † With this brief insight on nationalism I wrote this paper. This essay will discuss the proposed question ‘Nationalism is a modern form of consciousness.What role(s) do you think that this form of consciousness play(s) in the identity of Caribbean people? Do you think that this modern form of consciousness contributes to the motivation of Caribbean people? ’ But before we talk about nationalism in the Caribbean we must take into consideration the history of the Caribbean in order to identify th e role that this form of consciousness plays in the identity of Caribbean people. While growing up, I can vividly remember my primary school teacher, Mrs Khan, stating that â€Å"The Caribbean is a group of small islands encircled by the Caribbean Sea†.That same afternoon I asked my mother about the small islands makes up the Caribbean and how far are they from Trinidad. She told me that â€Å"The Caribbean is made up of countries such as Anguilla, Antigua & Barbuda, the Bahamas, Barbados, Belize, British Virgin Island (BVI), Cayman Islands, Dominica, Grenada, Jamaica, Montserrat, St Christopher & Nevis, St Lucia, St Vincent & the Grenadines and the republic of Trinidad and Tobago and that they share a common history.It is enriched with variety of cultures, religion and dialects, which were mixed and created new forms such French Patois; that’s why the Caribbean is comprises of such rich diversity. † This information encouraged me to dig deeper and find out more about nationalism and to my astonishment I realised that there are multiple perceptions on the theory of nationalism. These perceptions varied because of the overall modifications in life and the roles that different persons took on the idea of nationalism.Nationalism, a modern form of consciousness, emerged in the sixteenth century after the War of Rose in England (Greenfeld 1992: 3-87). This war resulted in the annihilation of the aristocracy creation a void at the top of the social pyramid which needed to be filled thus a new aristocracy. This new aristocracy was comprised of talented and educated individuals of the lower social strata. Although I had all these information the question still remained â€Å"What is nationalism and how it related to the Caribbean? Ernest Gellner (1964) stated that nationalism â€Å"invents nations where they do not exist even if it helps to have some pre-existing cultural traits. † He went on to say that the nation has become a sociologica l necessity for modern, industrial society. This form of modernisation eats away traditional society and its role relationships, uprooting and mobilising the peasants and swelling the cities. These urbanised peasants and workers who experience discrimination formed a new nation of their own and consequently, nationalism generates new nations. Now I’m faced with a new question â€Å"What is a nation? According to dictionary reference a nation is â€Å"a large body of people, associated with a particular territory, that is sufficiently conscious of its unity to seek or to possess a government peculiarly its own. † Eric Hobsbawm (1994) viewed the nation as an invented tradition. He argued that in order to understand the concept of nationalism this invented tradition must be explored. Furthermore, she understood that the fundamental part of nationalism is the nation. The perception of nationalism deals with the creation of consciousness of human mind, shared beliefs, popu lar sovereignty and equality.This then led me to think that nationalism has play role in the Caribbean identity. When discussing the historical background of the Caribbean you should know the difference between individualistic nationalism and collectivism. Before the 19th century, most of the Caribbean islands were colonized by the European Union such as Great Britain, France, Spain and Portugal to a lesser extent. The enslaved individuals of these colonies fought against the whites for improved working conditions among others.This is one of the examples whereby enslaves individuals felt that mental consciousness. Together they saw they needed a better life and so showed resistance. After the emancipation of slavery and countries obtaining their independence the beginning of nationalism has been felt greatly by countries. For example, in my birth country, Trinidad and Tobago, a French Creole, Andrew Arthur Cipriani, , was responsible for the beginning of national consciousness. He w as responsible for the formation of the Workingmen’s Association, now called Trinidad Labor Party.The party’s motto â€Å"Agitate, Educate, Confederate† motivated individuals to overthrow the Euro-British Colonialism which appealed to their sovereignty. Now there is a place called Cipriani Boulevard in honour of Andrew Arthur Cipriani contribution in Trinidad and Tobago nationalism. Additionally, many countries migrated to foreign investment for economical stability to maintain their nation shows that this form of modern consciousness has been developed. A contribution of nationalism that is currently growing throughout the Caribbean is loyalty.People are becoming more and more devoted to their individual countries which are seen especially around independence time. For instance, in Grenada most buildings are decorated in their national colours and children are being educated about the history of Grenada. This gives them a sense of who they are as a country. Bef ore, people of various countries would wear their flags in an unmannerly fashion and no one would say anything but now they wear it with pride. This modern form of consciousness also brought about by the political directorate and the trade unions. Individuals such as Dr.Eric Williams of Trinidad and Tobago, T. A. Marryshow of Grenada and Jacob of Guyana are but a few who promoted self-reliance and walking together for the betterment of each other and it played a profound role in Caribbean identity. Some of the things within the Caribbean that contribute to the identity of the Caribbean people are education, sports, CARICOM/ CSME and the CCJ. In education there are areas such as University of the West Indies (UWI) and Caribbean Examination Council (CXC) which contributed to the Caribbean identity and who we are today. In sports there are areas such as cricket.The West Indies cricket whether they are winning or losing is a major factor that influenced Caribbean identity. Dr. Hon Denzi l Douglas the Prime Minister and St. Kitt’s and Nevis stated that , the West Indies cricket team removed the Caribbean from the clutches of colonialism and that is the real form of nationalism Nationalism, a modern form of consciousness, has contributed to the motivation of the Caribbean people. For instance, after the abolition of slavery ex-slaves educated themselves to the highest level possible as well as their children because they did not want them to be like them.Many times I questioned why it is my parents are pushing us to attain the highest possible educational level and now after reading and researching for this paper I see the importance of an education. They also were motivated to cease free labour and to acquire better paying jobs so that they can provide for their families. I concur that nationalism played an important role in the shaping of the people of the Caribbean. The Caribbean people rebelled against their oppressions for betterment. Thus, it can be said that nationalism a modern form of consciousness did play apart in the development of Caribbean countries identity.Bibliography Gellner, E. (1964). Nationalism. Greenfeld, L. (1992). Nationalism as the Cultural Foundation of Modern experience. 3-87. Greenfeld, L. (1992). Nationalism as the cultural foundation of modern experience . 3-26. Greenfeld, L. , & Malczewski, E. (2006). Nationalism as the cultural foundation of modern experience . 64-92. Hobsbawm, E. (1994). Nationalism. References Nation. (n. d. ). Online Etymology Dictionary. Retrieved March 18, 2013, from Dictionary. com website: http://dictionary. reference. com/browse/nation

Icas Inkwell Essay

3.1.The weaknesses identifying in Inkwell Ltd are that one person operates the payroll system. Payroll and Personnel Database Clerk does not have enough experience and had only one day training to operate Sage. Employee is responsible for running two payrolls, a monthly payroll for management and salaries staff, and a weekly payroll for hourly paid staff. Recommendations to avoid errors and potential fraud are to appoint another person to overview and check the work. Another option is to employ second trained person or train one of the current employees to help Payroll and Personnel Database Clerk in duties, as well as replace in case of illness or holidays or to train one of the current employees from another department. 3.2.Company’s employees do not comply with the policy. Passwords are not kept secret and had not been changed since they were set-up. Every computer uses the same password. Unauthorised people have access to the computers, which may lead to fraud. Change the password on each computer and remind everyone to regularly change it, for instance, every six months. In addition, arrange a meeting with the staff and explain the policy with examples what may happen, if the staff does not comply with the policy. Point out that, if the rules continue to be broken, disciplinary actions would be taken. 3.3.Shops, warehouse and administration staff does not have system to sign in and out when arriving and leaving work. All wages paid rely on managers’ honesty to provide accurate and honest information. Recommendation is to purchase software, for instance ‘BePunctual Biometric Time and Attendance Tracking Software for Employee’. As well as set up a Network where all computers can be connected and data is available to other departments. 3.4.All computers in the company work as stand-alone. There is no network set-up to allow transfer of data, as well as access shared files in case of absence of the member of staff. Very useful would be to set-up a network connected by one server, when computers would integrate. This would save time on writing e-mails and copying data.

Marketing Essay Example | Topics and Well Written Essays - 250 words - 39

Marketing - Essay Example The business plan and functional policies are designed accordingly. If any point is overlooked during the planning phase, the expected performance cannot be guaranteed. In order to overcome the risks, the key point is inclusion of all stakeholders in the relevant phases of planning and decision making. It is because; no human being can be expert in all aspects. Involvement of people belonging to various fields adds value to the decision making process and various other aspects are highlighted which can not be thought over by a small team. Another important point in overcoming the risk is to allocate considerable time to the phase of planning. A common mistake is to do planning in a hurry and then waste much time in making corrective actions. The suitable approach is to plan well and plan ahead. This is the reason of success of Japanese industrialists which must be followed by all entrepreneurs who want to make a success

Michael Jackson Pop Icon his reign and fall Research Paper

Michael Jackson Pop Icon his reign and fall - Research Paper Example However, it is true to say that great men and women also have their twists and turns and therefore, Jackson is no exception. This paper will discuss the life of Michael Jackson, evaluating his ups and downs in his life as a pop star. The Rise and fall of Michael Jackson Michael Jackson is a man, who spent the largest part of his life in the public domain, both due to his successes and numerous controversies. The later to be pop icon was born in the year 1958, as the seventh born child in a family of 9 children. It may be important to note that, his was a family that could have been categorized as a working class, which meant that they were not too far from being considered poor. Apparently, it may never have occurred to him or his close associates that he would later turn out to be one of the most talented and influential musicians around the world (Heatley, 2009). Michael’s music career begun when he was at a tender age of approximately 5 years, when he is considered to have made his debut performance. During this time, he was the lead singer of a group known as the Jackson 5, which comprised of artistes such as Jackie, Jermaine, Tito as well as Marlon, who were his brothers (Cadman, 2002). This group used to perform in clubs, where they had the privilege of sharing a platform with other renowned musicians, thereby exposing Michael to the much needed experience. The group performed on this platform for approximately 4 years after which they were discovered by two of Motown records’ signatories, i.e. Boby Tylor and the Vancouvers, who introduced the Jackson 5 to the producer; Beny Gordy, for auditions (Cadman, 2002). Consequently, they signed up with the production house i.e. Motown and this necessitated the group to relocate from their hometown to California. Working with Motown can be considered as the foundation of Michael Jackson’s success in the music industry. This is due to the fact that it enabled him as well as his group to become more professional thereby achieving a national outlook unlike when they were performing in clubs. For example, they managed to produce 14 albums as a group whereas Michael managed to record 4 on his own (Cadman, 2002). It is important to note that their first singles received a lot of praise and airplay across the US and in fact, they were ranked among the most favorite songs in the industry at that time. Some of these songs included and not limited to; I want you back, I will be there among others. Ambition is a virtue present in every man and woman and the Jacksons were no exception. It is therefore not a wonder to find that they decided to leave Motown after a short stay, to go and exercise their freedom and probably search for greener pastures. Michael’s journey to glory, however, begun in the year 1977, when came to meet with Queens Jones, who would later become his producer with the Epic records. Working with Jones, he was able to release an album titled Off The Wall in 1979, and which became an instant success not only in the US but also internationally (Taraborrelli, 2009). It is estimated that this album managed to make sales of approximately 20 million copies and above, asserting the fact that the musician was destined for greater things in life. Apparently, his fans did not have to wait for long as in 1982 he went ahead to release one of the greatest albums of all times i.e. the Thriller. This

Annotated Bibliography Practice Example | Topics and Well Written Essays - 500 words

Practice - Annotated Bibliography Example The article presents multinomial logit as the most comprehensible technique although it requires stringent assumptions that may be deemed inapt. According to this publication, discovering parameters that direct to attainment in diverse paths that scholars pursue necessitate statistical approaches deemed appropriate for variables bearing multiple categories. Selection of the right tool that would be required to model the presented data is vital to personal comprehension of the meaning of success. In accordance to the article, the parameters utilized in the model have a foundation on Tinto’s conjecture of student persistence. The data sample provided for the study is substantial to offer accurate outcomes concerning students’ success. The novel meaning of attainment serves as the dependent variable in order to prevent bias of the study. However, several independent variables are incorporated into the model. The methodology offered for the study is effective for several models, considering some of these models have offered consistent results. However, some models offer blind outcomes since they have numerous limitations that may influence the last results. According to the article, academic preparation and performance have considerable influence on various independent variables. The study has numerous limitations and determining parameters to include offers substantial bias to the offered results. The author of this article offers outcomes of seven-year case study concerning an instructor who commenced his career with no official pre-service instructor’s edification. In accordance to the article, the author utilizes biographical research technique to present data on how the educator utilized individual resources and confidence obtained through partaking in Teach for America. The article discusses inferences for current instructor training and function of

Qatar Airways Market Research Essay Example | Topics and Well Written Essays - 2500 words

Qatar Airways Market Research - Essay Example Qatar Airways is a reasonably recent provincial airline company that is heading toward becoming an international brand. It has insistently moved in the direction of accomplishing its growth strategy objectives. This has been possible to a certain extent due to growing brand acknowledgment as well as awareness. Qatar Airways had generated brand awareness by means of many conduits, for instance advertising via print media, radio, television, and the internet. This had helped the airline company in presenting its image in a range of formats. The image of Qatar Airline that has been built by its initiatives is that of a progressive and premium airline that provides exclusive and outstanding customer service. The company endorses customary Arabic hospitality at the same time as embracing the attributes of other cultures. This can be understood from the mix of employees that are on board of the airline, who come from a diverse range of backgrounds (Qatar Airways, 2012). In the year 2011, Qatar Airways attained a landmark by covering 100 destinations in its international route map. The Qatar Airways was also named the Airline of the Year 2011 at the yearly Skytrax World Airline Awards. It was observed that more than 18 million travelers across the world casted their votes for the Airline (Qatar Airways, 2012)... Domain Analysis In the present times, the airline industry is distinguished by an unstable, aggressively competitive and deregulated atmosphere. The existence of such a competitive atmosphere had transformed the business strategies and management practices in the domestic as well as the global airline business. Owing to rising customer awareness and customer expectations in addition intense rivalry amongst the various players in the airline business, the major challenge of the airline companies is to discover new approaches to accomplish sustained profitability by means of more efficient management tools and enhanced customer service. The airline companies across the world face significant amount of challenges to maintain and live up to their passenger’s expectations, opposition from new airways, rising passenger traffic, latest types of coalitions and associations across organizations as well as across borders, in addition to the necessity to provide exceptional safety and se curity to their passengers (Stanford University, n.d.). Market Analysis One of the most significant developments in the airlines industry during the eighties was the privatization of the government owned airways. However, as of early 2000, a large number of global airlines companies were still majority government owned (Stanford University, n.d.). Owing to the deregulation in the United States, the airline business became more and more concentrated. More concentration in the airline industry has been observed in the European region as well. In the last decade, the innovative low-cost value-based airways have emerged strongly. Simultaneously, during the same period, one had observed consolidation in the full-service airways as well.

Is gender equality achievable in a Muslim society Research Paper

Is gender equality achievable in a Muslim society - Research Paper Example Since the pre-modern era, Muslim society has maintained a strong stand regarding gender-based issues that seemed to bring confusion in the community (Razack 23). This entailed specifying clearly diverse rights encompassing both genders coupled with certain areas and rituals where they best applied. Islam mainly draws its guidance from Qur’an whose teachings normally regard men and women as equal before God and no one is a derivative of the other (Keshavjee 113). However, during prayers, the worship doctrines disregard the service of a woman being an Imam. For the past 150 years, Muslim society has undergone tremendous changes fueled by the emergence of modernity in their states. Moreover, the western culture, like other global communities, has influenced Muslim society towards esteeming of women to the extent of allowing them into the political arena (Fadel). For instance, within the 150-year span, Muslim women have shown excellence in politics and other varied areas like educ ation where some of them are prominent scholars. This is evident in states like Pakistan where Benazir Bhutto held a post of prime minister. These manifestations backed by some religion liberties foresee the achievable gender equality in Muslim society. Islam is particularly amusing in the context how it defines gender equality. For instance, contrary to other societies, at certain incidences women have the privilege of inheritance when even the most influential people do not encompass any mandate to question (Abdullah). This is evident in the case of the husband’s demise or when the father willingly offers to give inheritance. Muslim society defines gender equality in diverse contexts that encompass ritual, family and public. In the family with the man being the head, a woman is liable for the family’s upbringing in the absence of the husband when she becomes the one in charge (Keshavjee 109). Other contexts, except religious services, do not hold strict guidelines wh ich pave more way for women to exercise diverse privileges that will uplift equality. Globally, women activists, especially the political figures, continue to exact pressure regarding Muslim female gender recognition (Abdullah). This aspect acts a motivation to the upcoming female generation who will be vibrant in ensuring that their presence and dignity receive necessary esteem. Hence, they contribute to gender equality even in the most cultured states that currently fail to accept feminine political leadership. Contrary to the pre-modern theologians, who advocated against women holding certain posts in the society, the current situation has changed (Keshavjee 112). Numerous states have permitted women to venture in the political arena where, according to their excellence, they can assume varied posts at which their competence can allow them serve best. This is evident in states like Pakistan, Turkey and Bangladesh (Feryal). Modern religion theologians are not anti-female concernin g their serving in elevated posts so long they observe norms of modesty. Education has also contributed immensely to the emancipation of females from the strict cultures of various states, especially those that entail extremism and enhancement of gender equality (Abdullah). This has offered a woman an upper hand and revolutionized her against certain weird practices, for instance, public canning of women lawbreakers. The action emanates from modern theology that offers room to women since some are becoming independent due to education status, thus, some becoming scholars (Keshavjee 110). This renders them being cosmopolitans and encountering west modernity that continues revolutionizing women further (Feryal). For illustration, an English-speaking Muslim does not apply family law that the Middle East states advocate and emphasize. This depicts a revolutionized society that has disregarded some practices that degrade women and adopt those which will try to enhance equality due to ove rwhelming family

Intelligence Reform Essay Example | Topics and Well Written Essays - 750 words

Intelligence Reform - Essay Example After World War 1, America intelligence hard work paid attention on code breaking against Germany and Japan. In 1941 president Franklin Roosevelt established the first peacetime civilian intelligence after discovering that it was inevitable to escape involvement of the world war 2.the offices were developed to manage the activities of a number of agencies. Nevertheless, after the Japanese bombed Pearl Harbor the United States experienced its mostly expensive intelligence disaster (Zegart 25). The intelligence failure because of assessing â€Å"misconceptions, collection gaps, bureaucratic confusion and well-planned Japanese denial and deception† resulted to the development of a larger and more varied agency in 1942 (Calabrese 11). The US intelligence agency faces the challenge of widespread lack of trust in its power to undertake its mission competently and legally. Existence of increased terror group like al Qaeda has been a major challenge for intelligence policy makers (Kantor 35). The ability to control any source of information retrieved is also a major pitfall. Intelligence agency need also to change its old tactic of viewing things instead it needs to incorporate the developing technology to counter enemies. The September 11 attacks necessitated the intelligence to reform its tactics to counter other terrorist attacks. The attack was termed as a major failure for the intelligence team therefore reinvention and revitalization techniques ought to be embarked (Calabrese 14). The intelligence reforms have also embarked on techniques that involve counterintelligence missions. The techniques involve finding out loopholes within the intelligence team to ensure past mistakes are not repeated and terror attacks are prevented. In the past intelligence involved speculation about problems or what was anticipated to happen. Evidence of information were hidden and

Chicano 310 - Essay Example | Topics and Well Written Essays - 250 words

Chicano 310 - - Essay Example From the onset, the song La Huasanga involves profound play of guitar accompanied with five sequences of strings. This effect offers the rhythmic basic melody of the music and creates the unique appeal to the ears. In addition, the exceptional jarana instrument provides tighter sound and higher pitch. This in turn brings out the special and needed rhythmic variant which most songs lack. To add, the violin instrument offers primary source of essential ornate inventiveness at the pinched out instrumental fragments of the song. Into the lyrics La Huasanga is embraced with more worldly lyrics such as love, nature and longing as compared to holy lyrics. At some point singer Monroy Martà ­nez highlights that add a little chili in the stew if you dislike it, meanwhile the prime instruments produce the indispensable components which make the song more enjoyable. Generally, it is the presence of high falsetto vocal that make the song more distinctive. In conclusion, La Huasanga serves to provide knowledge about the characteristic foundations that make up the past and modern society. While listening to the song, it is imperative to understand the cultural and social implication of the music. Largely, La Huasanga differ with and also apply the lively melodies therefore, it is a unique piece of

Contracting and Procurement in Project Management College Essay

Contracting and Procurement in Project Management College - Essay Example However, it is also important to understand that the terms of each contract mostly vary from project to project depending upon the requirements of the each project. These terms largely depend upon the preference for quality, economy, flexibility as well as speed with which agreed terms and conditions of the contract can be delivered. Under these contracts, the allowable costs associated with the contract are identified first as these costs would be major costs to make buying and selling on the agreed terms of the contract. All the costs incurred therefore by the sellers are reimbursed by the buyer in the end according to the agreed terms of the contract. This type of contract can be highly risky for the buyer because the total costs associated with the contract always remain uncertain despite they are being identified. Any cost over-runs has to be borne by the buyer if contract terms go awry and does not remain within the control of either the buyer or the seller. However, on the positive side, scope changes in such kind of contracts are easy to make and buyer can do it anytime he wants however, this may increase the total cost of the contract. As discussed above that the cost reimbursable contracts are highly uncertain therefore contractors have very little ambitions or advantage to produce efficiently and productively. However, such kind of contracts helps contractors or sellers to pass on the increasing costs to the buyer. Such types of contracts are used when there is a greater uncertainty associated with the project and are used for projects which involve large investments being made in early part of its life. There are also sub-types of cost reimbursable contracts. These are: 1) Cost plus Fee are contracts where contractors are not only reimbursed of their total cost incurred but also a certain percentage of the overall cost of the contract. The percentages are decided before entering into the contract and are mostly documented in the contract. 2) Cost plus fixed fee are contract where the whole cost is charged back along with certain agreed fixed fee as the contract completion fee. This fixed fee is often considered as the profit of the seller. (contractmanagement.com, 2007). 3) Cost plus incentive is a type of contract where the buyer not only reimburse the total cost to the seller but also provide a certain amount as an incentive fee for exceeding the performance against the agreed contract terms. Such kind of terms may ensure better performance on the part of the seller as it provide them an added incentive to perform and execute the contract in most efficient way. This type f contract can beneficial to both the buyer and the seller if well written and can be a good alternative to the cost reimbursable contract. Fixed Price Contracts Such types of contracts fix a certain specific fee for the goods and services to be rendered before entering

Country lovers Essay Example for Free

Country lovers Essay copy and paste method Screen-reader users, click here to turn off Google Instant. About 2,640,000 results (0. 56 seconds) Search Results country lovers Web definitions The Country Lovers is a 1911 short silent comedy film directed by Mack Sennett and starring Blanche Sweet. http://en. wikipedia. org/wiki/The_Country_Lovers Country Lovers by Nadine Gordimer, an Analysis lee custodio leecustodio. hubpages. com †º Books, Literature, and Writing? Mar 5, 2012 Country Lovers (1975) is a story of forbidden love between a black woman—Thebedi and Paulus, the son of her white masters. It was a story of Country Lovers College Essays StudyMode. com www. studymode. com †º Home †º Literature? above being a line of strung together sentences and give the story meaning. Recently I have had the pleasure of reading the short story â€Å"Country Lovers†, Country Lovers Meaning Free Essays 1 20 StudyMode. com www. studymode. com/subjects/country-lovers-meaning-page1. html? 20+ items Free Essays on Country Lovers Meaning for students. Use our Country Lovers 737 Words 3 Pages. Country Lovers 980 Words 4 Pages. Response to Country Lovers Research Paper Hamdez8 www. studymode. com †º Home †º Linguistics Human Languages? The first thing that captured my interest about the story â€Å"Country Lovers†, by Nadine Literature exists only when it is read; meaning is an event (versus the New Reading Reflection on the short story by Nadine Gordimer, Country www. scribd. com/ /Reading-Reflection-on-the-short-story-by-Nadine-G? Jun 29, 2013 Finally, I had to evaluate the meaning of the selected literary work, which in this case is Country Lovers, by Nadine Gordimer, once again Country Lovers flashcards | Quizlet quizlet. com/5228536/country-lovers-flash-cards/? Vocabulary words for Quotes and Meanings. Includes studying games and tools such as flashcards. Country Lovers Essays Justew53 PaperCamp. com www. papercamp. com †º Literature? Jun 18, 2012 In Nadine Gordimers story, Country Lovers she uses many different methods to describe the meaning behind this story;; An Analysis Of Country Free Country Lovers Vs The Welcome Table Essays 1 30 Anti Essays www. antiessays. com/topics/country-lovers-vs-the-welcome-table/0? Get access to Country Lovers Vs The Welcome Table Essays only from Anti The Welcome Table: discover different human experiences and the meanings. Essay | Analysis of Country Lovers by Nadine Gordimer www. bookrags. com/essay-2003/3/6/115012/5149/? Mar 6, 2003 Essays from BookRags provide great ideas for essays and paper topics like Analysis of Country Lovers by Nadine Gordimer. View this student Patriotism Definition and More from the Free Merriam-Webster www. merriam-webster. com/dictionary/patriotism? pa ·tri ·ot ·ism. noun ? pa-tre-? -? ti-z? m, chiefly British ? pa-. : love that people feel for their country. Full Definition of PATRIOTISM. : love for or devotion to ones

Implications For Classroom Teachers Education Essay

Implications For Classroom Teachers Education Essay Learning is the process that results in a relatively enduring change in a person or persons (Alexander et al, 2009: 186). According to Winn, 1990, learning is a dynamic process whereby the students knowledge and skills are different when compared before to after learning. Since teaching is the promotion of learning, our knowledge of learning and the corresponding theories in how we learn should inform our teaching (Muijs, 2007). Understanding how knowledge is developed can allow teachers to shape the methodological delivery of their subject content to match the theoretical frameworks underpinning how knowledge is enhanced. Attending to the way students learn can be used to foster effective teaching practices, allowing teachers to improve their practice, and ultimately enhacne the quality of the learners experience (Macleod Golby, 2003). A number of educational researchers, including Vytsgosy 1986, Piaget, 1976, Skinner 1974; Bandura 1986 amongst others, offer learning paradigms to explain how individuals learn. For the purposes of this assignment the extremes of this learning theory spectrum, which are represented by the Behaviourist and Constructivist theories of learning, will be discussed. Inevitably, learning and teaching poses a synergistic relationship, reinforcing the need for teachers to teach with an approach that reflects how students naturally learn (Muijs, 2007), and subsequently consider the implications of the learning theories on their classroom practice. The behaviouristic theory of learning Learning, according to behaviourists (Skinner 1974; Bandura 1986), is defined as the acquisition of new behaviour. The focus of behaviourism is the conditioning of observable human behaviour and revolves around the principal conception that a reaction is made in response to a specific stimulus (Prittard, 2009). This reaction leads to a consequence. If the consequence is pleasant and positive, the behaviour change becomes reinforced via positive reinforcement. With consistent reinforcement, the behaviour pattern becomes conditioned and is automatically activated upon stimuli presentation. Physiologically, behaviourist theories propose that learning is achieved through reinforcement of a particular neural pathway, which links the stimuli and response in the brain. This repeated activation and reinforcement ultimately strengthens the neural pathways and connections between the stimuli and specific responses, resulting in a faster, smoother implementation of certain responses (Pritchard, 2009). Behaviourists identify this form of learning as conditioning, where with consistent reinforcement the behaviour pattern becomes conditioned. Classical conditioning involves the reinforcement of a natural reflex or behaviours which occur naturally as a response to a specific stimulus. In contrast, operant conditioning involves reinforcing behaviour by praising it, or discouraging undesirable behaviour with punishment (Prittard, 2009). Constructivist advocates, including Vygotsky 1986 and Piaget (1970; 1976) amongst others, began to criticise the behaviourist approach, as it was seen too teacher centred and directed, void of meaningful learning and the teacher process was focused too much on individual rather than collaborative group work. In addition, the constructivist theorists challenged the behaviourist proposed separation between mental processing and knowledge, which had to be bridged by the role of a teacher (Prittard, 2009). The Constructivist Theory The constructivist movement was formed on Piagets (1976) and Vygotsky (1986) work who viewed learning as the effect of mental construction, whereby learners combined their existing knowledge with new information, to construct meaning and formulated their understanding (Cholewinski, 2009). The constructivist theory proposes that learning is an active, contextual process, a social activity, centred on constructing meaning and regards the learner as a responsible agent in their knowledge acquisition (Loyens 2007; Cholewinski 2009). In constructivist learning, individuals use world-based experiences in an effort to make sense of what they perceive and establish their understanding of their surroundings (Harris, 1994). Since constructivism involves learners to interact with their immediate learning environment, learning has been considered to be situation-specific and context-bound activity (McInerney and McInerney, 2002). Constructivism is an umbrella term to encompass the wide range of constructivist perspectives, which can be separated into two branches; cognitive constructivism (Piaget, 1976) and social constructivism (Vygotsky, 1986). Both sub-types believe that knowledge is actively constructed by individuals (Birenbaum 2003), however through the use of different mediums; either through a series of internal, intellectual stages (cognitive constructivism), or by social interaction (social constructivism). The numerous perspectives on constructivism within these two sub-types could be essentially grouped around a rooted assumption about learning. That is, knowledge is actively constructed by the learner (Birenbaum 2003; Harris and Alexander 1998). Piagets (2001) developmental stage theory, which represents cognitive constructivism, presents four age-referenced development stages which provide a theory of gradual cognitive development up to the age of eleven years old. The stages refer to an explicit age range and characterise the cognitive abilities necessary at each stage to construct meaning of ones environment. Social constructivism emphasises the role of language in the process of intellectual development. Vygotsky considered dialogue, usually with a more knowledgeable other, as a vehicle by which concepts are considered, shared and developed. The dialogue, which is based on learners pre existing and current knowledge (schemas), is then exploited to develop and construct new ideas and understanding. Vygotsky advocates that the process of learning involves moving into and across a zone of proximal development, which is aided by the intervention of another through support. The zone of proximal development is a theoretical space of understanding which is just above the level of an individuals current understanding. The process of giving support to learners at the appropriate time and level of sophistication to meet the individual needs is termed scaffolding. Scaffolding can allow the movement from one zone to another and assists in the passing through the zone of proximal development. From reviewing the literature, educational researchers which employ these constructivist principles select aspects from both strands of this learning theory (Biggs, 1979), and use constructivist theories as a generalised term. Therefore, for the purpose of this assignment, the term constructivism will reflect a collaboration of both social and cognitive strands; however specific branches and the implications of these strands are highlighted where necessary. Critique of learning theories and associated implications upon classroom practice A review of the literature suggests that behaviouristic learning does not offer students the chance to develop deep meaning and understanding (Entwistle Smith, 2002), but instead has a tendency to promote superficial learning of skills (Fosnot, 1996). Making a correct response and remembering content does not necessarily imply understanding, and consequently the actual understanding achieved through behavioural approaches is challenged. Marton et al, (1997) and Entwistle and Smith (2002) conclude that the use of rote memorisation represents a learning approach to a surface level of understanding, whilst establishing links with current knowledge, as encouraged by constructivists, reflects an approach for a deeper level of understanding. This suggests that academic and subject knowledge learning, based on the behaviouristic theory, may not be academically supported. Furthermore, from a constructivist perspective, the principle of learning using prior experience is also beneficial in promoting a deeper and richer understanding (Pressley, Harris Marks, 1992). Demerici 2009 advises that information which is connected to a learners prior experiences is more likely to be retained, explaining higher retention rates when a constructivist approach is adopted. (Demirici and Yavuz, 2009). Research suggests that learning through such constructive mediums, like discussion, participation and practice, are academically successful and associated with learning gains and knowledge retention (Demirci Yavuz, 2009). Dericimi also reported a significant difference in post-test grades and retention learning tests grades, with the constructivist approach being more efficient than the conventional, behaviouristic approach. Cumulatively, the research suggests that constructivist approaches lead to a richer and deeper understanding. It is therefore plausible to suggest that the quality and depth of understanding associated to a constructivist teaching approach is more likely to exceed that of the behaviourist approach. However, as Entwhistle and Smith (2002) identify, the association between memorisation and surface approach learning may be weak. Kember, (1996) and Watkins and Biggs (1996) reported that memorisation can be used to learn unfamiliar terminology, as the first stage to establishing understanding. This concept, where memorisation is part of meaningful learning, is defined as memorising with understanding (Marton, Watkins, Tang, 1997; Meyer, 2000) and has been conducted by students as a successful revision tool (Entwistle Entwistle, 2001). Controversially, Fox (2001) suggests that the constructivist theory may imply that remembering is not important, and that learning is solely centred on understanding concepts. However, neither of these are true, and being able to remember knowledge is an important prerequisite of learning. In addition, Biggs, (1998) and Jin and Cortazzi, (1998) have reported that constructivist teaching approaches dont consistently guarantee teaching effectiveness. Instead, traditional, more behaviourist approaches to learning in large classes has proven to be successful internationally, such as in China. Fox, 2001, argues that constructivism neglects the role of memorisation and mechanical learning techniques Arguably, due to the varying nature of meaning which is uncontrollably constructed by students, in some cases, rote learning and memorisation may be more useful when teaching factual concepts and where clarity in understanding is required. Rote learning may be used to help students cope better with some aspects of work that they find difficult. In addition, Smith (2001, 2002) affirms that rote learning can contribute to understanding. However, teachers must consider that rote learning is not an approach to develop understanding and therefore where possible, should be followed by attempts to encourage and promote understanding. For example teachers could consider engaging with the subject content and provoking discussion of the content in an effort to encourage more meaningful understanding. Group work may play a very important role in reinforcing subject knowledge and working to gether and collaborating with peers could be a useful teaching and learning tool. Ultimately, it appears that behaviouristic learning approaches can be beneficial for particular tasks such as establishing classroom behaviour (Prittard, 2009). For example, Muijs Reynolds (2003) report that standard school and classroom routines and expectations for behaviour can be successfully learnt through behaviouristic approaches. Therefore, teachers need to consider whether the learning is academic or behavioural before teaching the class. In the case of behaviour management, a strategy to quieten the class, such as raising of the hand, or counting down from three could be effectively used. In this case, the stimulus, such as the teacher raising their hand or calling out the number three, must be fully explained to the class. In addition, the stimuli must be fully visible and audible to the students, which is possible with a clearly risen hand or an assertive voice. The response desired, such as a student raising of the hand and silence, must be fully understood by students. It is important that the stimulus-response occurrence is repeated by the teacher and used regularly. The same strategy should be employed every time the teacher wants to quieten the class, establishing consistency of stimuli and behavioural response. This repeated activation strengthens the pathways, affording for a smoother and faster implementation of the response. Pupils should be made aware of the negative and positive consequences if they do not respond to the stimuli as desired and the consequences need to be kept consistent. Therefore, consistency of behaviour management strategies is crucial and classroom practice must adhere to the same strategise as the same stimuli is presented for a specific response. Behaviourism relies on reinforcement which is employed to condition the behaviour, and therefore is essentially the tool which brings about learning. Therefore rewards and punishments for behaviours must play a crucial role and actively administered within classroom practice. Behaviourism may therefore stimulate and encourage more use of positive reinforcement which has been a well recognised effective classroom practice (Elliott and Busse, 1991). However teachers must consider that rewarding children who are already highly motivated may not be as effective, and may actually lead to a loss of interest (Prittard, 2009) Rewards and praise have been shown to enhance motivation, and serve as an effective behaviour management tool, however, praising students may not come naturally to teachers. Behaviouristic approaches to learning appear to be more favourable to certain individuals, and teachers need to consider the pupils concerned and whether this approach to learning suits their learning styles, needs and ability. For example, Prittard (2009) reports that behaviouristic methods are more advantageous for those pupils who display anxious tendencies and low motivation. In contrast, those of higher academic ability perceive simplistic drill and practice unsatisfying and dull (Prittard 2009). In addition, some students demand understanding, yet adhering to behaviouristic learning approaches does not accommodate this requirement. In other situations, the concepts of learning without understanding can fuel frustration, lead to misconceptions and generate a difficult learning environment (Prittard 2009) Another important consideration is that behaviourist approaches dont take account of mental cognitive processing involved in learning. In contrast, constructivism emphasises that the learners must develop their understanding for themselves and constructivist researchers advocate that mental activity is the lifeblood of learning and the extent of what is learnt (Jonassen Rohrer-Murphy, 1999). However, the constructivist theory may imply that all individual differences in learning come down to the consequences of each learners history of learning (Loyens, 2008). Furthermore, although we do learn by acquiring knowledge from our environments through interacting with the external world, Fox highlights that the environment also acts upon learners. That is, we act and react, and learning can be achieved from both experiences. However, constructivism appears to fail to acknowledge adaptive instinctive responses as reactive forms of learning (Fox, 2001) and the role of talent in cognitive development. Furthermore, Fox (2001) and Bredo, (2000) argue that constructivism discounts the role of innate, motivational and genetic factors in knowledge construction, which have been proven to play a role in cognitive development and learning (Carey Spelke, 1994). Teachers therefore cannot assume that the products of learning are solely the teachers effort and thought; instead learning is externally and internally influenced. Importantly, teachers need to provide activities which engage and challenge learners. This demands a board array of work which is differentiated to the learners intellect.. Teachers need to offer scope of activities where the accustomed effort and activity falls on the learners responsibility. Differentiation is a critical implication in the classroom to assure that all pupils have to apply mental effort and take an active role in their own learning. Such opportunities would afford learner engagement and optimise the possibility of effective lasting learning taking place (Prittard, 2009). Personalisation is also crucial to ensure all learners, despite genetic and innate differences which may affect their learning are accounted for. If a pupil is set tasks which do not require thought or challenge, learning constructively will fail. Piagets stage developmental theory offers guidance covering the level of complexity that may be expected in a childs thought processes at approximate stages in their development. Piagets Theory may guide a teachers differentiation as to the ability of pupils, and the required scaffolding and support in order to facilitate the movement between zones of cognitive development. Whilst Piagets developmental stage theory influences principally primary school teaching practices, given the ages this theory is related to, the appreciation and awareness that cognitive ability develops with age is important to consider when teaching all ages. The exactness of the Piaget (2001) stage of development has been criticised since in it unclear and presumptuous to assume children will pass through the stages at specific ages, however, as a developmental process; this theory is useful in teaching practices Another implication for teachers is the questioning they employ within the classroom. To allow pupils to construct their own knowledge and understanding, questions need to be higher order and exploratory Moursund (2003), in accordance with Blooms Taxonomy (1956) , to include command words such as evaluate and synthesise. Moreover, questions need to be open-ended and allow pupils to develop their personal understanding though answering the questions, rather than simple closed questions, where the answers are already pre-determined. Pupils need to be given the opportunity to gradually learn processes and construct their own answers. Teachers can promote this using questions which encourage students to gradually construct their understanding, such as evaluate, synthesise and analytical questions. Another pitfall of the constructivist theory is that it assumes students actively seek resources and experiences, and therefore students understanding is dependent and anchored by their experiences and pre-existing knowledge. In addition, it is assumed that learners utilise the construed data to actively construct their knowledge (Renkl, 1999). Therefore, this approach to learning relies on students encountering experiences and applying these experiences to their pre-existing knowledge to develop their understanding. However, such experiences and world-based interactions may not be feasible or available to students due to their lifestyle circumstances. Consequently, teachers need to be aware that understanding and meaning is limited to the individual experiences of the students. In accordance with this assumption, the constructivist theory can explain why pupils conceptions and meaning do vary between each other (Taber, 2000). In addition, if the construction of knowledge is the acti vity of the learner, then the learner can only understand what they have constructed (Duffy Cunningham). Therefore, constructivism may be seen as subjective and relative (Duffy and Cunningham, 1996). This may lead to marking criteria discrepancies, confusion and inconsistency, and student misconceptions, which do not match reality. In addition, Duffy and Cunningham propose that if the constructions and meanings are different amongst students, the little shared understanding may challenge the ease of communication between learners and the class. This may jeopardise the effectiveness of class discussions and social interactions as a tool to enhance learning. Similarly, as construction is activity on part of the learner (Bruner 1966, 1971), what is constructed cannot be controlled by the teacher. Instead the learner has autonomy and self-regulates what understanding is established. Therefore the students constructed understanding may not parallel with other students, with reality or with the teachers construction and understanding, resulting in multiple understandings (Choleweskni, 2009). Consequently, teachers must not assume that the construction and understanding of a concept is universal between all students. Instead teachers must actively access and consider the alternative perceptions and understanding of the learners, hence why a transmission teaching approach is fruitless. On the other hand, teachers come into the classroom with their own construction and conceptions of subject content, and according to Patrick (1988), are not neutral. Therefore, a teachers understanding can colour the students understanding, and together, Patrick (1998) and Marton and Booth (1997) suggested that some teachers moulded the students construction of a concept to align with their concept interpretation. Einsworth and Collins (2002) conclude that the form of understanding impressed onto students is largely dependent on the teachers personal interpretation of the subject content. Therefore, although the constructivist theory assumes that the construction of understanding is the product of the learners interpretation exclusively, the constructivist theory does not account for the interplay between teachers and learners comprehension. To accommodate these pre-requisites of learning, the individuals knowledge needs to be continually assessed. As a regular classroom practice, formative assessment could be used as a regular approach to assess existing and new understanding, before moving to the next lesson. Formative assessment is a regular, informal mode of assessment, allowing teachers to monitor students progress, gain an appreciation of what has been learnt and adapt their teaching practices to optimise further learning (Black and Wiliam, 1998). Accordingly, given that learning is an active and evolving processes, formative assessment can be used by teachers to assess, monitor, challenge unclear perspectives and adapt classroom practices to accommodate the constructivist principles of learning. Therefore, it is reasonable to believe that constructivist approaches to learning favour the use of formative assessment and may prompt its use in the classrooms, which Atkin et al, (2001) reports as being very valuable. Since formative assessment alone is associated with learning gains, (Black and Wiliam 1998), learning is positively influenced indirectly via adopting teaching strategies which are aligned to learning constructively. Formative assessment may be undertaken through questioning, teacher and pupil discussion, peer and self assessment and interaction with peers. Formative assessment will also identify pupils individual learning needs, supporting teachers conduct in differentiation to assure pupils are moving forward, across their ZPD and optimise learning gains. However, with behaviourism, the opportunities for feedback are confined to only whether the response desired is correct or not. There is little scope for learning, or how to improve in order to meet the desired response. Therefore, under behaviourist approaches, feedback cannot be used for learning purposes, therefore opportunities for assessment for learning, which have shown to enhance learning, may not be fruitful. Consequently, limited feedback combined with the objective outcomes of behaviourist approaches mean that individual student needs are not necessarily part of the formulae when considering teaching strategies and subject content. The need to consider individual needs is undeniable, therefore such constraints of feedback extent presents a multitude of problems to the teaching and learning of students. Importantly, to help progressive learning and avoid developing misconceptions, teachers need to provide a clear focus and goals, with explicit learning objectives (Clarke, 2001), which are rooted within pupils existing knowledge. The clear objectives allow students to construct their ideas using current knowledge and understand the overarching direction and progression of their learning. Activating prior knowledge is important to elicit pre-knowledge, allowing teachers to decipher the students current levels of understanding. Teachers need to highlight the links between students existing knowledge and the new subject knowledge, to help the learner form bridges and facilitate their mental construction and cognitive processes (REF). By forming these links, students can activate and recall their pre-existing knowledge, and use this foundation to build and integrate new concepts. Teachers should encourage students to relate new knowledge to current knowledge and external experiences, allowing the new subject content to become embedded within the existing knowledge structures, contributing to or amending to the students schema. Since learning constructively is based on the addition of new content to current knowledge, the learner must have sufficient levels of understanding before new content can be used to construct more complex meaning and progress. Teachers and educators need to recognise and appreciate that new content cannot be built up until the foundations, such as current knowledge, is secured. Therefore constructive pedagogies include regular formative assessment to assure students understanding. When constructing new concepts and developing understanding, reviewing and reflecting on what has already been learnt also helps to establish and secure students previous knowledge. In addition, by asking what students understand before embarking on a new concept would help students form links between new and previous knowledge (Fulton). This reviewing could be done as a starter, but also plays a role at the end of the lesson, forming a plenary. Teachers should consider, incorporate and plan for well managed plenary to consolidate knowledge. Time to reflect upon what has been undertaken, the processes and the content gives the opportunity for internalisation and for a deeper level of understanding to be developed. Similarly, learning is most effective when learners become engaged, which means that teachers need to adopt an active approach to learning and involve engaging tasks to promote learning in the classroom. Learning using authentic tasks, which allow pupils to relate to their own experience inside and outside the classroom (Selinger, 2001) increases the probability of engagement with the task and supports findings that learning in a familiar context is most effective. Authentic tasks are likely to hold the attention and interest of children, and lead to a deeper level of engagement than with non-authentic or less authentic tasks (Fulton). Favourably, the constructivist principles match those fundamentals associated with effective contextual learning. Evidence suggests that learning occurs in real-life contexts and learning is actually linked to a context, as deduced by Macleod and Goldby 2003. Children working with new ideas in a familiar content are more likely to engage with the ideas, than if the same ideas were present in an alien context. Therefore teachers should strive to include more authentic tasks and set learning concepts which are aligned with students familiar contexts. If a learning activity falls beyond the cultural understanding of the learning, then learning is likely to be less successful than if it had been situated in a more familiar setting. .Meaningful contexts for learning are very important; however, what is meaningful for a teacher is not necessarily meaningful for the student. The association between the concept of learning being situated and the need for authentic learning tasks is evidence (McFarlane, 1997). However, the recommended approach to situation learning in meaningful contexts (e.g. Lave Wenger, 1991) has been argued against. Walkerdine, 1988, for example argued that if school learning became situated solely within the lived world of daily experiences, the opportunities for abstract reasoning and reflective activity, which are all constituents of constructivism, would become limited and sacrificed, whilst confining students to their local environment. An active learning approach can be achieved by encouraging students to explore concepts and ideas, and to follow their instincts (Wray and Lewis, 1997). Given that exploration can promote sequential development of ideas, it is likely to assist in the construction of new knowledge; the roots to constructivism. Classroom practice could be based on a discovery-based approach (Huitt, 2004);, where students can find answers out for themselves, answer their own questions through experimenting with new ideas and discuss their beliefs and thinking patterns with their peers. Importantly, engaging with each other reflects social interactions, which can be a vehicle to develop understanding using social interaction. Unlike behaviourist approaches where the teacher is the primary resources of knowledge and is influenced by their interests and perspective; knowledge construction offers the opportunity of learning to become dynamic and varied (Sudizna, 1997). The use of resources promotes more interactive learning and interest, which are both shown to positively influence learning. Supported by Winn (1990), student knowledge is dynamic and changes, that is knowledge and skills are different before learning to after instruction and Behaviourist approaches have been criticised for not addressing this dynamic nature of learning. In addition, behaviourism theory does not appreciate that students come into classrooms with prior knowledge. Conversely, the constructivist theory acknowledges that pre-existing knowledge is requisite of learning and that students enter classrooms with pre-conceptions, knowledge and beliefs which they deploy in constructing new understanding. (Jones, Carter, Rua, 1999) As already discussed, scaffolding is crucial for the learner to pass through their zone of proximal development, and can be undertaken by the teacher. Scaffolding can be practiced in the classroom in many ways, and teachers need to appreciate that this is fundamental to the educational progression of students and how this may be achieved. Support materials need to be widely available, such as a writing frame to support a particular style of prose, or a list of words to help in the process of completing an exercise, designed to assist understanding The provision of practical apparatus, especially in science, may help to explain the solution to a problem and is an engaging approach. Students can evidence reality and attach a sense of perspective and reality to their learning. Given the exploratory nature of constructivism, classroom practice needs to be supportive and generate an environment where the student feels safe to ask for help and comfortable in approaching the teacher. The teacher must be aware of the different supportive needs of the class, and meet these through differentiation and allowing time for class discussion, misconceptions and any lack of understanding. To help the teacher identify those who need more support than others, formative assessment can be incorporated to highlight the students individual needs that need to be addressed. Ultimately, this will allow tasks to be designed and geared towards the individuals learning ability. Unlike, behaviourism theories, constructivist theory appreciates the important rol

Databases, Forms, and Reports Essay -- Database Organization Design Es

Databases, Forms, and Reports This paper will discuss databases, forms and reports. Why has the use of databases increased dramatically? What factors should be considered when designing a database and why? How would you go about designing forms and reports from scratch? In conclusion, a summation will be given along with closing thoughts. Database Usage A database is an organized collection of information or data. It is a collection of organized information in which a computer can easily select and display different fields of data. Databases have been in use since the earliest days of electronic computing, but the vast majority of these were custom programs written to access custom databases. Unlike modern systems which can be applied to widely different databases and needs, these systems were tightly linked to the database in order to gain speed at the price of flexibility. As computers grew in capability this tradeoff became increasingly unnecessary, as a number of general-purpose database systems emerged. With the implementation of relational and object-oriented databases, companies found that the use of databases were much more productive and cost effective. Productivity and cost effectiveness being two of the main factors as to why the use of databases has increased dramatically over the years. Most recently there has also beco me a growing interest in using company data to improve business performance. Queries around business performance analysis were the top datab...

Use of Steroids in Baseball Essay -- Sports Argumentative Persuasive E

Use of Steroids in Baseball Since Major League Baseball all-star Ken Caminiti openly admitted to Sports Illustrated to have used steroids during his career, steroid use as a muscle and performance enhancer has been uncovered and become a big issue Major League Baseball is wrestling with. The â€Å"ongoing and delicate subject, baseball’s dirty, little secret that is no secret anymore,† is a huge and growing problem (Curry B20). Now that light has been shed on the issue, critics are beginning to realize the magnitude of this problem and do not like it. Steroids are a cheating virus that is spreading quickly. Users cheat other players, themselves, the fans, and the game itself. Action must be taken to rid Major League Baseball of this virus before it takes over the game. Steroids are illegal in the US, and banned from baseball, however in the past they have not been suspected to be such a big problem. Therefore, Major League Baseball has failed to properly address it with preventative measures. In the 2001, the Major League Players Association’s contract with Major League Baseball protected players on the 40 man roster against testing. As for the minor leagues, testing only occured in-season, and was restricted to some players. Many players use in the off season and know how long the drugs will remain in their bodies (anywhere from 2 weeks to 18 months). If tested positive, they receive a warning about the hazards of the drug and are not punished at all. Five to ten percent of minor leaguers tested positive, and which fails to account for users not tested, those who used out-of-season, and those who found measures around the test. In the majors, some suspect that 50% of players use steroids and some, such as Jose Canseco, as hig... ...2002: D3 Steroids.com. 2003. Anabolics.com, Inc.5 Mar. 2003. Verducci, Tom. â€Å"Totally Juiced.† Sports Illustrated.com 3 June 2002. 5 Mar. 2003. Yesalis, Charles E; Cowart, Virginia S. The Steroids Game US 1998 Associated Press articles on www.CBSnews.com National Pastime Altered By Drugs CLEARWATER, Fla., March 31, 2003 Jason Giambi Subpoenaed SAN FRANCISCO, Oct. 20, 2003 Barry Bonds In Subpoena Lineup SAN FRANCISCO, Oct. 22, 2003 Designer Steroid Doping Scandal SAN FRANCISCO, Oct. 23, 2003 Steroid Scandal's Impact Spreads SAN JOSE, Calif., Oct. 25, 2003 Athletes Testify In Doping Probe WASHINGTON, Oct. 30, 2003 Baseball To Test For Steroids NEW YORK, Nov. 13, 2003 Bonds At Bat In Steroid Probe SAN FRANCISCO, Dec. 5, 2003

Hamlet: A Sane Character Essay -- Hamlet Essays

The story Hamlet was composed by the playwright William Shakespeare, and is regarded as a timeless piece in both literature and theatre. Now, over four hundred years after Hamlet was written, society still continues to analyze its complex characterization (Reiss 769). In a Psychiatric Times article, twentieth century physician Alan Stone says, â€Å"Even today in our era of cultural diversity, Shakespeare remains the greatest figure of world literature, performed on every continent, surviving translation† (Allan 20). The protagonist Hamlet is a particularly multifaceted character. He is an intelligent being who appears to have been overcome by self-conflict due to the sudden murder of his father, the King of Denmark. The transgressions of the murderer, his uncle Claudius, drive Hamlet to a point of questionable sanity. It is Hamlet’s psyche which is a large topic of scholarly debate concerning the play. â€Å"Shakespeare’s understanding of the human condition mi raculously transcends his culture and place,† says Stone (Allan 20). Shakespeare had a particular interest in the human mind, mental conditions, and nosology. Upon evaluation of Hamlet’s sanity, it becomes apparent that these subjects are present in the play. The subject of Hamlet’s sanity is a vastly complex but not necessarily unexplainable topic. There is arguably evidence to support the protagonist’s sanity with: the seven soliloquies, the psychoanalysis of Hamlet’s character, and the utterance Hamlet makes in Act III. To begin, the seven soliloquies serve as a strong testament to Hamlet’s sanity because they convey his coherence like no other remarks made in the play. As the story digresses, there is an apparent shift in Hamlet’s demeanor. The rivaling question is, is Hamlet... ...Marian. "Hamlet’s seven soliloquies."  Philip Allan Literature Guide (for A-Level): Hamlet. Oxfordshire: Trans-Atlantic Publications, 2011. . Print. Crawford, Alexander W.  Hamlet, an ideal prince, and other essays in Shakesperean interpretation: Hamlet; Merchant of Venice; Othello; King Lear. Boston R.G. Badger, 1916.  Shakespeare Online. 20 Aug. 2009. . Reiss, Benjamin. "Bardolatry in Bedlam: Shakespeare, Psychiatry, and Cultural Authority in Nineteenth-Century America." ELH. Vol. 72. Baltimore, MD: Johns Hopkins UP., 2005. 769-97. Print. No. 4. Shakespeare, William.  Hamlet. 1603. Reprint. New York: Dover Publications, Inc., 1992. Print. Stone, Alan A. "Shakespeare and Psychiatry: A Personal Meditation."  Psychiatric Times  30: 20-21.  ProQuest Nursing & Allied Health Source. Web. 5 May 2014.

Love Song

I thought of it as a positive because he was almost escaping time. B: Okay so he's Just like thinking about everything in this moment so time doesn't exist anymore A: Yes B: So when he says â€Å"Let fall upon the its back the soot falls from chimneys. † he almost personifying their sleep. Okay because I kind of saw it as him reflecting on his entire life and how there will be time to do all these things that I want to do but in the end is it worth it? And when he says â€Å"let us go then you and l. Maybe he's talking about the afterlife and saying what is the meaning of all of this until you get there. They also talk about Michelangelo, maybe because he's dead but almost amortized. A: He said â€Å"Do I dare† often and â€Å"how should I should I presume† I don't know maybe that's Just the uncertainty if It all and like the things like he said let us go and take these risks but he questioned it. Just moments we overlook or miss out on because we don't know how to think.Then he talked about like In line 40 and on â€Å"my hair growing thin† â€Å"my arms are thin† â€Å"do I disturb the universe? † do I question time do I go out even though nature Is taking Its course B: And he says indeed there will be time to wonder do I dare like there will be time to think about the things that you would have done and maybe he regrets not doing some of them. Like he says â€Å"l have measured my life with coffee spoons† and he know the voices and has kind of been In the background.You know coffee spoons Is kind of tedious A: Yea kind of living autonomously, Just like day by day doing the same thing and then think maybe this moment Is something different or special or he has this revelation that maybe I should take a risk and I guess In that moment he thinks this Is how I'm living my life and kind of reflects B: He repeats the question â€Å"would It have been worthwhile to do al these things and says no I am not prince ham let nor was I meant to b† and he says â€Å"I'm more Like a fool and fool and someone who advises the prince† and I don't know what do you think that means A: He also mentions Like a lot of characters really exalted people and he's saying†¦B: Kind of that he won't be remembered A: Exactly Like talking of Michelangelo, and Lazarus and a prophet, Prince Hamlet B: Yea and he's not prince hamlet A: He's not anything special I guess or he wants to be B: And so how does this reflect on love then he's saying would I have been worthwhile o squeeze this universe Into ball A: It think maybe In this moment he this thinks to himself what If I had lived my life Like this all the time and what If I had taken risks I could have know this feeling more. If we're looking at It Like love or even If It Is the end of his life and In the afterlife he's thinking I could have done so much more Like I'm not this person but I could have been and Instead I was the assistant that's Just the u ncertainty if it all and like the things like he said let us go and take we don't know how to think. Then he talked about like in line 40 and on â€Å"my hair o out even though nature is taking its course B: And he says indeed there will be measured my life with coffee spoons† and he know the voices and has kind of been in the background.You know coffee spoons is kind of tedious A: Yea kind of living moment is something different or special or he has this revelation that maybe I should take a risk and I guess in that moment he thinks this is how I'm living my life and kind of reflects B: He repeats the question â€Å"would it have been worthwhile to do says â€Å"I'm more like a fool and fool and someone who advises the prince† and I don't now what do you think that means A: He also mentions like a lot of characters really A: Exactly like talking of Michelangelo, and Lazarus and a prophet, Prince Hamlet B: to squeeze this universe into ball A: It think maybe in this m oment he this thinks to himself what if I had lived my life like this all the time and what if I had taken risks I could have know this feeling more. If we're looking at it like love or even if it is the end of his life and in the afterlife he's thinking I could have done so much more like I'm not this person but I could have been and instead I was the assistant Love Song The poem I chose to imitate and use to create my pastiche was Joseph Brodsky’s â€Å"Love Song†. The poem is Brodsky’s unusual ode to the woman he loves, telling her all the things that he would do for her if he could. These are things that he would do to show her how much he loves her, how far he would to take care of her, and how attracted he is to her. I chose this poem because I felt that it was an interesting combination of humor and subtle sexual innuendo intertwined with classical love poem emotion.I also chose this poem because the structure of it and the meter of the words were interesting and I wanted to challenge myself to recreate this structure with lines and thoughts of my own. Within Brodsky’s poem there are some particular elements that I intentionally tried to recreate, while there are others that I changed for my own. I tried to stay within the same meter with my poem as Brodsky did in his. I did this primarily because I enjoyed the way t hat the meter made his poem so easily readable and made the poem flow better.Brodsky did this by using words and lines with the same number of syllables, and I tried to recreate this element for the same effect. I also chose to utilize the element of rhyming every other line so that every two lines complete one sentence and one sentiment for the poem’s reader. Again, I felt that this technique made the poem flow well and made it more interesting. I began my creative process to create my pastiche of Brodsky’s poem by reading it several times.I did this to get an accurate understanding of the places in the poem where he inserted humor or innuendo in the lines. I felt that it was important to evenly space out these occurrences as Brodsky did so my poem didn’t come off too humorous and seem like a joke or a less than heartfelt expression. I also noted the individual components that Brodsky said he would be willing to be in his poem and tried to follow these. In some lines he refers to being a particular occupation, but in others he refers to himself as hypothetically being an inanimate object.I tried to follow this same structure because I felt it lent to the imagination of the poem and the genuine expression of love. The biggest challenge for me when creating my pastiche was to rhyme every other line. I find it difficult to write poetry that rhymes but I wanted to keep this element from Brodsky’s poem. I dealt with this challenge by trying to keep the first word, which is the word for which I would need to find an accompanying rhyme, simple and easy to rhyme.This meant rewriting some of the lines to make them end with an easy but fitting word, but it also helped me to make the poem flow better. I think I was able to rhyme the alternating lines while still incorporating meaningful metaphors in my poem. The other challenge I encountered was trying to implement Brodsky’s use of sexual innuendo without making the poem sexual. I trie d to accomplish this by using metaphors that hinted at sexual or physical attraction without being too overt, but I honestly found it difficult to imitate Brodsky’s sly subtlety.Overall, I think that the resulting pastiche that I created is a good imitation of Brodsky’s poem without mirroring it exactly. While I followed his formula for constructing the poem, I used my own metaphors which give it my own perspective. I think I did a good job of retaining the structure and flow of Brodsky’s poem, which was difficult since I was using my own words and having to rhyme every other line like he did. In creating this pastiche I was reminded of how much work goes into writing what seems like a simple poem.It’s easy to look at Brodsky’s poem, which is only sixteen lines of simple language, and decide that it must be easy to write something like it. But in reality, the structure, language and rhyme scheme made it more difficult than originally imagined. It t ook a lot of creative effort to create something individual while imitating the elements of the original poem that I liked or wanted to incorporate, but I think the resulting pastiche is a quality imitation of Brodsky’s display of poetic talent.

Quality Control Essay

As products and services evolve, consumer expectations tend to increase so that yesterday’s quality product becomes tomorrow’s junk. Quality revolves around meeting customer expectations, expectations that may be stated or implied. One action that sums up quality from a business perspective is when the customer returns after the sale and the product doesn’t. The statistical definition of quality is a little more precise than other definitions, such as the customer-based concept, and is based on mathematics. When you measure quality statistically, you look for variation in a measurement between what the ? ustomers asks for and what you produce. The less variation you have, the higher the quality of your product or service. All processes have some natural variation; you use statistics to detect abnormal variation that could cause you to produce a bad product or service. You can also use statistics to avoid testing every item that you produce. By testing a sample of what you make or deliver, you can use statistics to measure its quality and find out whether it meets customer requirements the statistical definition of quality is a little more precise than other definitions, such as the customer-based concept, and is based on mathematics. When you measure quality statistically, you look for variation in a measurement between what the customers asks for and what you produce. The less variation you have, the higher the quality of your product or service. All processes have some natural variation; you use statistics to detect abnormal variation that could cause you to produce a bad product or service. You can also use statistics to avoid testing every item that you produce. By testing a sample of what you make or deliver, you can use statistics to measure its quality and find out whether it meets customer requirements. After you as an organization decide on a definition of quality you need standards against which to measure your quality. Many standards are driven by the desire to safeguard the health and well-being of the people who use the products or services companies provide. Quality standards also are critical in support of international trade. Almost every industry has an association or trade group that sets quality standards against which companies can measure the quality of their products or services. The International Organization for Standardization (ISO) is an international body made up of the national standards organizations for almost every country. Quality assurance focuses on the ability of a process to produce or deliver a quality product or service. This method differs from quality control in that it looks at the entire process, not just the final product. Quality control is designed to detect problems with a product or service. Quality assurance attempts to head off problems at the pass by tweaking a production process until it can produce a quality product. A process called the Plan-Do-Check-Act, or the PDCA cycle is a powerful tool that requires planning improvements to your process by looking for problems that affect the quality of your product or service. Make improvements by implementing small changes to minimize disruption to your process. Check production results to see if you’ve actually made an improvement. Act on what you discover and roll it out to the entire process. The most basic quality control technique is to inspect the results of your production or service-delivery process to make sure it conforms to customer requirements. In quality control terms, conforming means that an item meets customer specifications, and nonconforming means it doesn’t. You inspect your product or service by measuring one or more of its properties and comparing the measurements to customer specifications. Although inspection can ensure that 100 percent of the products or services delivered to your customers are good, it can be a very expensive process, especially for high-volume, low-value items. Also, inspection is impossible for items where testing can damage the product. The introduction of a quality control process into an organization can be a major shock to its system. The following components are crucial if you want to lessen the shock and gain acceptance within your organization. Advertise acceptance of the program from important stakeholders within your organization. Communicate the reasons for the change and the benefits it will bring to everyone in the organization. Train employees in the new ways of the organization. You want workers doing the right things consistently because success helps to gain support. Like most other changes, quality control is best introduced in small bits. One way to do this is to create a pilot project that allows you to make a small change to a small part of your process to see the change’s effect. If the results are good, you can implement the change on a wider basis; if the change is bad, you’ve limited the damage done. As an example I made a small research on Quest Diagnostics to make a scenario to explain how a company works on quality control. Quest Diagnostics is the nation’s leading provider of diagnostic testing, information and services. The clients include patients and consumers, physicians, hospitals, health insurers, employers and government agencies. Each year the company performs personal health testing on over 100 million patients, over 250 million diagnostic laboratory tests, and more than 6. 5 million gene-based tests. Quest Diagnostics Inc. develops tests that help people live longer, healthier lives. Some of the most notable technological advances include earlier detection of Cervical Cancer. Cervical cancer is almost 100% curable when detected early and clinical studies have shown that the Thin Prep Pap Test increases the early detection of precancerous cells. This test has been hailed as one of the most significant improvements in cervical cancer screening in over 50 years. Every year Chicago Business Unit cytology laboratory performs 1. 1 million Pap smear tests. Currently the business issue is time for Thin Prep Pap Test reports. Many of the clients have complained that the time for Thin Prep Pap Test reports is too slow. Clients also have complained that the patient care is affected due to slower time for test reports. The hypothesis of the business issue is that the time is too slow for reporting the Pap Test results. Management has planned to make improvements for time of Thin Prep Pap Test reports. In order to make improvements, the management needs to research on current workflow processes of Thin Prep Pap Test and then find the possible solution. In order to research the current workflow process of the Thin Prep Pap Test and finding possible solutions following research questions will be researched: What is the volume of Pap Tests? What barrier factors are affecting the time of the Pap test? What is the staffing situation? Is it efficient to handle the volume? What steps are involved in processing of the Pap Test? How much time is spent for each step? Which departments are involved in processing of the Pap Test? What is the current cost for the Pap test? What other new technology is available in the market for faster processing of the Pap tests? What is the cost of the new technology? Is there an approved insurance reimbursement for the new technology? Statistics serve many purposes within quality control. Statistics allow you to determine which processes or parts of processes are causing your company the most problems.

Strategic Analysis

Introduction to Business Submitted to: Miss. Rabia Hassan Assignment # 1 Section: K Topic: Strategic Alliance Tata and Starbucks Group Members: * Khubaib Yaqub * Rana Zeeshan * Momna Ahmad * Iqra Pervaiz * Aimen Naqvi * Iqra Tariq * Huma Akram TATA Coffee and STARBUCKS Indian Coffee Industry: India is the fifth largest producer of coffee in the world, producing more than four percent of the world’s coffee, with the bulk production in southern states. In India the average coffee consumption per day is estimated to be ten cups per day. Only India produces its coffee in indoor facility.Indian coffee has a unique historic flavor and aroma. Tata Coffee: Tata produces coffee on its private land. They process the beans and export green coffee. Tata also manufacture and exports Instant coffee. Starbucks: Starbucks is an International chain of coffee and coffeehouse based in Seattle and Washington. Starbucks prefers quality over price and is specialized in coffee and related beverages. Starbucks does the business of coffee, Italian-style espresso beverages, cold blended beverages, high quality teas and coffee related equipment and accessories. About the Deal:Starbucks is joining hands with Tata to set up stores in Tata group’s retail outlets and hotels other then sourcing and roasting beans at Tata Coffees Kodagu facility with its particular process. The deal includes opening cafes, roasting and sourcing beans. Both Tata and Starbucks will have to solve the franchisee-led business model of Starbucks. Both companies have agreed to set up a 50:50% joint venture of growing hot beverages in India Market with a name called â€Å"Tata Starbucks Ltd†. Starbucks will be operated and owned across India through this venture. Their brand name will be named as Starbucks Coffee â€Å"A Tata Alliance†.Tata and Starbucks have agreed to open 50 cafes in several cities of India in 2012 starting with Delhi and Mumbai. Youth of India has increased the use of we stern Coffee Cafes. In India competitors of Starbucks includes Barista, Cafe coffee Day and Costa Coffee. Together Tata and Starbucks will control a market of Coffee Cafes which is estimated at over Rs. 700 crore a year. The agreement of separate roasting and sourcing between Tata Coffee Ltd and Starbucks Coffee Company Ltd in future will roast coffee to supply to Tata Starbucks and will export to Starbucks Coffee Company for its overseas operations.India produces Coffee over Rs. 3, 000 crore a year. Objectives of Tata Coffee behind this Deal: * Opportunity for TATA coffee to provide roasted coffee beans to Starbucks in India. * Get a chance to jointly invest in facility for export to other market. * Starbucks will provide new technology to the promotion of responsible agronomy practices. * A long term relationship will be formed with this MOU signed with Starbucks. * Tata coffee becomes Asia’s biggest publicly traded coffee grower. Vision: * Tata coffee will become the prefe rred choice in elite market. Customer satisfaction, centricity, quality, sustainability, and an engaged workforce will be our drivers to achieve Rs. 1, 000 crore enterprise by 2015. * In Future Tata coffee shall be perceived as one of the most respected organizations in the plantation and extraction business. Mission: * To simantinaously improve value to stakeholders through our operations while ensuring and improving the ecological wealth entrusted to us. * Enhance quality of life of the people. * Be an exemplary corporate citizen havingTata values with total commitment to the communities in which we operate. | Values: * Integrity * Understanding * Excellence * Unity * Responsibility * Safe working Environment| | | | | Objectives of Starbucks Behind this deal: * Through this MOU Starbucks will be able to India’s market. * India can be a useful source of coffee in domestic market for Starbucks. * Starbucks will have the opportunity to get the knowhow of India market through T ata Global Beverages. * There will be synergy because Tata also has a business I retail market. Mission Statement:To establish Starbucks as the premier producer and provider of the finest coffee in the world while maintaining our uncompromising principles as we grow. Environmental Mission Statement: * To understand and share environmental problems. * Inventing a flexible solution to bring a change. * Revolutionise to buy and sell products which are environment friendly. * Recognizing that fiscal responsibility is essential to our environmental future. * Instilling environmental responsibility as a corporate value. Guiding Principles: * To be assertive and provide a good working environment. An essential way of our business is to discourage discrimination. * Apply the highest standards of excellence to the purchasing, roasting, and fresh delivery of our coffee. * Making the customers enthusiastically satisfied. * Positive contribution towards communities and our environment. * To und erstand that profitability is essential to our future success. Advantages: * Tata and Starbucks both are the companies are leading in their sector respectively. * It is going to be a social project in India. * High quality green coffee beans are going to be produced. Considered jointly investing in additional facilities for exports to other markets. * Sources will be utilized by both in encouraging core competency. * The consumption of coffee is expected to grow at 6% annually. * Other companies can also approach Tata coffee for their raw product. * With the help of this deal Tata coffee will enhance to the branded coffee retail market. Competitive Advantage of Tata Coffee: Tata has maintained a strict consistency in quality whereas Tata is the world’s largest indoor coffee plantation company producing heavy quantity of special, strain specific and premium coffee.Tata’s coffee has a major consumption in Arabic-centric markets. Competitive advantage of Starbucks: Starbu cks has the largest number of coffee houses in the world having a very strong brand image. They have loyal customers all around the world. Disadvantages: * The selling price of Starbucks is not cheap. * The entry of Starbucks has on the out-of-home coffee consumption market and this will effect alliance of Tata coffee with Barista. * There is no exclusivity for each other from both sides. * The demand I India is highly elastic so Starbucks will have to address its pricing issues. There are several competitions in the segment of Starbucks. * Coffee price continue to rule at historical laws and this definitely has an effect on the bottom line of Tata coffee. Conclusion: * This deal will be beneficial for both Tata and Starbucks as it is opening new phases for both. * Starbucks will be able to enter India’s market after having the MOU signed. * Tata will have the opportunity to enter into retail outlet business by joining hands with Starbucks. * A Revolution will take place in I ndia’s coffee retail outlet business.