Media and propaganda

The strike at California State University, related with purportedly low compensations of the staff has been secured by various mass correspondence media. The current paper is proposed to look at the messages from various sources, investigate and discover journalistic prejudices and the components of purposeful publicity. As the primer outcomes propose, most articles are one-sided, and one of them insistently encourages Americans to help the action.The first article in the extension, composed by C.Arjentera and distributed in the Monterey County Star places accents and accentuations in a significant uncommon manner. For example, the article as a matter of first importance depicts the strike: â€Å"The association has declared that a strike, which would be the first for our framework, would be a progression of two-day moving activities that would move from grounds to grounds at some point in April or May. In the long run influencing every one of the 23 †including CSU-Monterey Bay † (Arjentera, 2007, p. 5).Furthermore, the creator gives the analysis and cases of the disappointed employee who expresses that association is probably going to decay after the presentation of the custom of occupation activities. The paper additionally incorporates the nearby authorities, however introducing their perspectives, the article verifiably asserts that the organization is only worried about the weakening of training quality in the college, which may show up during the strike.The genuine reason for the strike is introduced distinctly toward the finish of the article: â€Å"Faculty and directors concur CSU teachers are paid less that peers at tantamount foundations in other states† (Arjentera, 2007, p. 5). As one can comprehend, the writer appears to have remembered the highlights of human observation (the main section is well on the way to be retained) and purposely positioned the negative messages concerning the strike and the apparent poor polished methodolo gy toward the start, while the participants’ issue are referenced quickly in the closing chapter.On the opposite, the article at NBC.com is considerably more unbiased and contains neither positive not negative publicity. Its structure can be sketched out in the accompanying manner: 1) a brief, yet thorough thought regarding the strike; 2) the genuine degree of the issue (figures); 3) citations of workforce members’ explanations; 4) administration’s see on the issue and the announcement of the requirement for bargain. The article appears to cover changed perspectives hands on activity â€from decidedly eager to amazingly wary, above all, there are genuine individuals, who remain past these messages: â€Å"We don’t comprehend why they believe they can’t make a sensible proposal to us†. †Canton says†; â€Å"Well shouldn't something be said about understudies? How would we make them competitive?How do we ensure the workforce (is) s erious? It’s not just about administrators†, said San Francisco Sen.Leland Yee† (http://www.nbc11.com/news, 2007). This implies, the authorities are truly mindful of the numerous sides of the circumstance and focus not simply to the strikers’ showed needs, shielded through a level of weight, yet in addition at the conceivable positive results, instead of advancing the cases like ‘If we don’t arrive at accord, the nature of training will fall’, inferred in the past paper.The official CSU site depicts the occasion not only as a PR-activity, however as an affected occasion: â€Å"John Travis, the leader of the California Faculty Association, called it â€Å"a genuinely noteworthy day† (Gavios, 2007). As one can comprehend, because of the way that the site page has a place with the college, it should feature the abstract significance of the activity for the staff, instead of in more extensive social setting. Along these lines, the ar ticle portrays the degree of the strike and its highlights †for example, the writer takes note of that the activity is anything but a customary strike, as it doesn’t encroach upon the students’ premiums and suggests basically no withdrawal from work, just walkouts and picketing.The verifiable message in this center is reasonable: the writer attempts to show how the strikers care about their students and how effectively they join their work with the dissent. Moreover, the paper contains no assessments of state authorities and organization, narrowing the concentration to hardly any endorsers and the chance of the presentation of extra endeavors, if the strike at this stage is unprofitable. In spite of the fact that this article contains certain inclinations like moving accents, it can't be delegated publicity, as it just looks like a position explanation and the degree of help the strikers have received.The last paper I might want to dissect is the article by Leland Yee, which contains the components of unequivocal promulgation and is acted in amazingly passionate tone, which derive the senator’s  deep compassion toward the came up short on workers: â€Å"It is no big surprise the workforce at our state colleges are casting a ballot in overpowering numbers to take to the streets. I, in the same way as other different administrators, understudies and citizens, share the faculty’s frustration† (Yee, 2007).The authority totally agrees to the participants’ requests, additionally â€restates them various occasions and contends that even the help from advanced education organize, which has multiplied the teachers’ compensations over the two a years ago, in any case doesn’t fill the pay hole, when contrasting educators from CSU and different colleges. The fundamental message the article underlies is: ‘Well-instructed and proficient staff ought not be segregated and defamed with low salaries’. The writer at long last urges his crowd to join the strike: â€Å"Please go along with us in bringing genuinely necessary straightforwardness, responsibility and free to our foundations of advanced education by supporting SB 190† (Yee, 2007)As one can comprehend from this investigation, just one article contains no predispositions, which is the paper on NBC.com, whose writer appears to be fair-minded, reliable and consistent, as the article is organized sufficiently: the main section responds to every single fundamental inquiry like â€Å"When?†, â€Å"Why?’, â€Å"Where?†, â€Å"Who else is involved?† (though Arjentera’s and Yee’s papers preclude a portion of these inquiries in the primary passage) ; likewise, the paper contains the pieces of conclusions and standpoints,â which are distinctive in nature and tone. Arjentera’s article contains a lot of words like â€Å"reject† or â€Å"refuse† just as negative proclamations, highlighting the insufficiencies instead of to objectives and the potential strides towards compromise.Moreover, it is written in very critical soul: â€Å"Union pioneers question that most instructors would really get that much and differ over a legitimacy pay proposal† (the closing passage) (Arjentera, 2007, p.5). Hence, the creator suggests that the activity is to sure degree inconsequential. Yee’s and Gavious’s papers are expressly hopeful, and both appear to take the strikers’ side.Although the last paper is arranged on CSU site, it doesn’t contain any extreme positions, yet it tends to be announced as one-sided in any case, as the creator doesn’t remember the genuine effect of the strike for understudies and California state financial plan, yet he takes note of that the instructors won't miss numerous exercises. Yee’s paper contains express publicity and the advancements of the strikers’ interests. Because of the way that the creator is the compelling political figure, his solicitation to help the members is incredibly solid as far as its control over open consciousness.In end, I might want to post my proposals for residents, who wish to get familiar with the occasions. NBC.com has showed up the most dependable and sound source, yet I wouldn’t like to publicize or advance it †indeed, to dispatch basic reasoning, it is sufficient to peruse or tune in to the report from three-four unique sources and think cautiously not only on the strike itself, yet additionally consider its monetary side and results for the state spending plan just as the conceivable improvement of instruction quality at the university.Reference listArjentera, C. (22 March 2007). CSU workforce approve a strike. Instructors despite everything haggling with school framework. Monterey County Herald, p.5.NBC news. (21 March 2007). Votes Are In; CSU Strike Looms. Accessible online at: http://www.nbcbayarea.com/ news/Gavios, J. (22 March 2007). Staff Union for California State U. Approves ‘Rolling Walkouts’ if Contract Negotiations Fall. Narratives of Higher Education. Accessible online at: https://www2.calstate.edu/mediacenter/

Quantitative methods in finance UT Dallas free essay sample

You may not utilize your mobile phones or other electronic specialized gadgets n class. Required: Students must acquire four Bloomberg declarations: Equity Essentials, Fixed Income Essentials, Foreign Exchange Essentials, and Commodity Essentials. Course Policies Grading (credit) Criteria Additional Course Policies Exams Homework Assignments Class Attendance Class Work learning Students acquire an evaluation in the class by exhibiting dominance of the class material. Evaluations will be founded on a finish of-semester positioning of understudies as per the all out collected score.Both the all out score and understudies individual rankings will be utilized in doling out conclusive evaluation. The exact cutoff centers used to allot evaluations will be a finish of-semester choice dependent on my impression of the trouble of the tests and class works and different variables that think about fitting. Evaluating will be founded on the accompanying weightings of doled out material. Undertaking in-class tests 20% Exam 1 Exam 2 We will this angles. Of your evaluation the for taking all tests on the assigned There wildnesss be no make-up You are during capable firs first dates. We will compose a custom paper test on Quantitative strategies in money UT Dallas or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Note: You should have my authorization to avoid a test. On the off chance that you need to miss a test first (with my authorization), the heaviness obviously grade on that test will be moved o the last test of the year. There will be two tests in this class. These tests will test your insight into material shrouded in the perusing, addresses, class works, and a recommended schoolwork. All tests are shut book; Any utilization of mobile phones, PCs, or different remote gadgets and some other techniques for correspondence during tests are explicitly disallowed. What's more, unannounced tests will tally toward your last grade.Suggested schoolwork will be appointed. Understudies enlisted for the class are required to go to all meetings. During the semester, you have pardons for missing the class. In the study hall, goodness can't peruse some other sites aside from weapon related course materials. You will be approached to leave the study hall once found. Continuously check learning before class. This webpage will incorporate Powering documents of the course address notes, schoolwork assignments, any outer web joins, and significant updates about the class including any progressions to the timetable of assignments or tests. Understudy Conduct and Discipline Academic uprightness The University of Texas System and The University of Texas at Dallas have rules and guidelines for the organized and proficient direct of their business. It s the obligation of every understudy and every understudy association to be learned about the principles and guidelines which administer understudy direct and exercises. General data on understudy direct and discipline is contained in the CTD distribution, a to z Guide, which is given to every single enrolled understudy every scholastic year.The University of Texas at Dallas manages understudy discipline inside the systems of perceived and built up fair treatment. Strategies are characterized and portrayed in the Rules and Regulations, Board Of Regents, The college of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules n Student Services and Activities of the college Handbook of Operating Procedures. Duplicates of these standards and guidelines are accessible to understudies in the Office of the Dean of Students, where staff individuals are accessible to help understudies in deciphering the principles and guidelines (US 1. 02, 972/883-6391). An understudy at the college neither loses the rights nor gets away from the duties of citizenship. The person in question is required to comply with government, state, and nearby laws just as the Regents Rules, college guidelines, and regulatory standards. Understudies are liable to teach for disregarding the mugs of direct whether such lead happens on or off grounds, or whether common or criminal punishments are likewise forced for such conduct.The workforce anticipates from its understudies an elevated level of obligation and scholastic genuineness. Since the estimation of a scholarly degree relies on the total honesty of the work done by the understudy for that degree, it is basic that an understudy exhibit an elevated requirement of indi vidual respect in their educational work. Educational deceitfulness incorporates, yet isn't restricted to, articulations, acts or exclusions identified with applications for enlistment or the ward of a degree, or potentially the accommodation as on?s own work or material that isn't ones own.As a general standard, academic deceptive nature includes one of the accompanying demonstrations: cheating, copyright infringement, intrigue or potentially adulterating scholarly records. Understudies associated with scholarly untruthfulness are dependent upon disciplinary procedures. Unoriginality, particularly from the web, from segments of papers for different classes, and from some other source is unsatisfactory and will be managed under the universitys arrangement on written falsification (see general inventory for subtleties). This course will utilize the assets of turning. Mother, which looks the web for conceivable written falsification and is over 90% compelling.

Using Drugs Like Antabuse and Campral to Stop Drinking

Using Drugs Like Antabuse and Campral to Stop Drinking Addiction Coping and Recovery Overcoming Addiction Print Using Drugs Like Antabuse and Campral for Quitting Alcohol How Anti-Alcohol Drugs Can Help Break the Habit By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Updated on May 18, 2018 Antabuse Can Deter Drinking. © Getty Images More in Addiction Coping and Recovery Overcoming Addiction Methods and Support Personal Stories Alcohol Use Addictive Behaviors Drug Use Nicotine Use For those trying to break the habit of alcohol use, prescription drugs may be helpful. In 2006, researchers in Germany published a study that found alcohol-deterrent or anti-alcohol drugs like Antabuse (disulfiram) and Temposil (calcium carbimide) had a 50 percent abstinence rate: half the people could quit drinking alcohol.   Although Antabuse had been regarded as the most common medication treatment for alcohol use through the end of the 20th century, today it is often replaced or accompanied with newer drugs, primarily the combination of Revia or Vivitrol (naltrexone)  and Campral (acamprosate), which directly interact with brain chemistry. Most Commonly Used Anti-Alcohol Drugs Today Revia and Vivitrol can help reduce heavy drinking and alcohol craving, while Campral can be slightly more helpful in promoting abstinence.   Revia and Vivitrol work in the brain to reduce feel good opiate effects. As a result, the drugs have been shown to decrease the amount and frequency of drinking.  It does not appear to change the percentage of people drinking. It appears to decrease the desire for alcohol. The medication Campral may work better for eliminating drinking overall and lessen alcohol withdrawal symptoms by stabilizing the chemical balance in the  brain. Studies find that Campral works best  in combination with counseling and can help lessen drinking and help a person quit entirely. Detoxification and abstaining from drinking before treatment seems to increase the drugs effects and make the treatment more effective. More About the 2006 German Study The nine-year study of Antabuse and Temposil was led by Hannelore Ehrenreich, head of clinical neuroscience at the Max-Planck-Institute of Experimental Medicine in Germany. The study focused more on psychological effects of long-term treatment rather than the drugs effects. Both drugs are used more widely abroad than in the United States. Both drugs can cause negative effects on the body when alcohol is introduced. They can make you feel a heavy  hangover immediately after alcohol is consumed, with severe symptoms like continuous vomiting, throbbing headache, respiratory distress, and racing heartbeat, along with other unpleasant symptoms. We found an abstinence rate of more than 50 percent among the patients studied, Ehrenreich said. Long-term use of alcohol deterrents appeared to be well-tolerated. Abstinence rates were better in patients who stayed on alcohol deterrents for more than 20 months as compared to patients who terminated intake at 13 to 20 months. Psychological Role in Abstinence The German researchers said that the psychological role that anti-alcohol drugs may play in relapse prevention  support their theory that prolonged abstinence achieved with the drugs leads to the habit of abstinence. Why Anti-Alcohol Drugs Work The anti-alcohol drugs clearly do deter alcohol use. The German researchers compared the anti-alcohol drugs to speed (traffic) cameras. We know that inactive cameras also deter but only because drivers cant know they are inactive unless they put them to the test. In both contexts, people are reluctant to make the experiment, Ehrenreich said.   Long-Term Solution   Severe alcoholism is a chronic and relapsing condition. Researchers suggest that long-term treatment followed by life-long check-up sessions and  self-help group participation  are what truly lead to  recovery.

The Important of Cities in Roman Provinces Essay - 1179 Words

Urbanization is defined as the â€Å"act of making urban in nature or character (Urbanization). An understanding of urbanization is central to understanding the components behind the Roman rule of Italy, and the process of bringing together different cultures. The operations, particularly of the elite, of the Roman society are essential in the understanding of urbanization as well. Cities then were not what they are today, in regards to economic assemblies. The Roman cities were as much an arena for social and political interaction, as they were for economic exchange. By studying urban development in the Roman society, we are able to get an inside perspective of the powerful insight that have changed the ideals of the Roman cities. Early†¦show more content†¦The urban status of a city could be identified by the different public buildings, which enhanced the appearance of the city and provided the people with amenities, and the way the city related to the outside world politically. There was a definite emphasis on the structure in the city, or lack thereof, as an indicator of urban status. In the description of Panopeus, a small town in Phocis, Pausnias described what he considered essential for cities to have: an agora, a fountain house, a proper water supply, and various other amenities. Pausnias did not agree that Panopeus was a city since it did not have, what in his view were, essential amenities of a city. He had to agree that it had the status of a polis but Panopeus should merely be a village. Urbanism is not solely concerned with the physical arrangement of the city, but also by the influence of the political role in the community. The ultimate source of governmental power for the empire is located in Rome. The cities provide the framework for the empire to govern, thus a hierarchy of status is created in order to provide legal rights for the Roman people. The hierarchy contains Rome at the very top followed by: provincial capitals, coloniae, municipia, civitates, and finally oppida at the lower end. This hierarchy represents more than just the organization of power in the Roman society by implementing the class divisions that represent the RomanShow MoreRelatedStatues : The Prima Porta Augustus, Colossus Of Nero, And Commodus As Hercules1341 Words   |  6 PagesAugustus, Colossus of Nero, The Bust of Hadrian, and Commodus as Hercules. The ancient city of Rome is one of the most iconic places in the world for art and historians. Through the analysis of the statues and legacy in particular the statues of the emperors., We can piece together their world and understanding. Statues were a great median in which to portray oneself as great and powerful and so because of this Roman Emperors used this median a lot. 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Essay about Health Issues, Sociological Theories and Classism

Outlined within this essay are two sociological theories which have been investigated this will be in conjunction with a contemporary health issue. This then will be related to how the individual’s lifestyle and social class to give the reader a better understanding of this health issue. Functionalism perspective will be the first sociological theory reviewed. Functiolism is one of the earliest sociological perspectives Emile Durkheim (1858-1917) who was German developed ideas for the first time relating to functionalism. Socialization occurs within this perspective, individuals learn the rules of a group, as this theory highlights all members of society has a role to play. Social class is not an issue with this theory although value†¦show more content†¦In addition, they believe society is based upon rules whether we break the rules or not, this is deviance. Lastly Values and norms, which play a progressive role in explaining functionalism. (Miller a et al 2005). 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Is It Better to Fit in or to Be Different Free Essays

In life, there are many ways when it is better to be different and there are many ways when it is better to fit in. There are times when it is good to be both. There are many times when they could be used well. We will write a custom essay sample on Is It Better to Fit in or to Be Different or any similar topic only for you Order Now Some times, it is better to be unusual. In academics, it is better to be diverse when somebody wants to be complimented and considered smart by using a new way to do a problem. In business, it is better for him to seem creative by not thinking like the others. In addition, when a person wants somebody to notice him he has to be different. For popularity, it is better to be unique because a person may become popular for being different and not have to follow the crowd in ways that he may not like. In some ways, it is better to fit in. In school, to fit in is to make good grades so they are not different in brains, which is better than to be different and not make good grades. In business, there is also a time where people would not be fired because they are doing as the boss tells them to and not trying to do something different that displeases the boss. In reputation, it is better to fit in because if somebody is different people may isolate that person. It is better to be both; in corporations, it is when a person thinks outside the box while doing what the boss is asking. In education, it is when a person is smart, but still being smart if others are doing badly. In popularity, it is when a person fits in with the crowd while making his opinion. There are many ways in which to be different and in which to fit in. There are also times when it is okay to fit in but not okay to be different. There are times when it is okay to be either one. That is why nobody should stick to doing just one thing all the time. How to cite Is It Better to Fit in or to Be Different, Papers

Shall I compare thee to a summers day, The Flea and To a Stranger Essay Example

Shall I compare thee to a summers day, The Flea and To a Stranger Paper Love is a theme which seems to be unescapable. It is in everyday life and it affects everyone. Love has been a topic of much of the great literature which we keep in high esteem. Thus it is an ideal theme to do as the three poems being analysed are pieces of great literature, mainly from the cannon of literature. In this lecture the poets being analysed are the immoral poet and play writer of the Elizabethan age, Shakespeare and his sonnet, Shall I compare thee to a summers day, The well known poet and songwriter of the Jacobean age John Donne and his poem The Flea, and the well known American poet Walt Whitman and his poem To a Stranger. Shall I compare thee to a summers day was one of William Shakespeares most famous sonnets. It was written in the Elizabethan Age which was from 1588 1603. In the Elizabethan age it was customary for gentleman to write love sonnets about their lover and give it to them. As William Shakespeare was a brilliant poet and play writer of that age he was thought of to be the ideal English Renaissance man and was thought of very highly by nobles of the land. Shakespeares upbringing was irregular to that of someone else in his position. His father John Shakespeare was a Glover and leather merchant which was not a highly paid position. His mother Mary Arden was a landed heiress which allowed for some benefits to come to Shakespeare including free schooling at the Grammar school in Stratford. This gave Shakespeare a high reputation. Also as his father John was a Stratford official which allowed for high tuition for his son. This high education was an influential factor of Shakespeares life as it gave a good education so the standard of poetry was at a much higher level, also it gave him the feeling of superiority and capability among people so that he felt free to create his own sonnet structure. As his early life was care free his poetry was mainly on love. We will write a custom essay sample on Shall I compare thee to a summers day, The Flea and To a Stranger specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shall I compare thee to a summers day, The Flea and To a Stranger specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shall I compare thee to a summers day, The Flea and To a Stranger specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The sonnet Shall I compare thee to a summers day was written about a woman Shakespeare loved. In the sonnet he describes the beauty of the woman and he debates whether or not to compare her to a summers day. The sonnet shows how strong Shakespeares feelings were for his lover. His emotions come over through his disguised and obvious compliments and contrasts. He thinks she is beautiful and, unlike a summers day, her perfection will not fade, as this sonnet is written to illustrate and capture the womans beauty and the love he has for her. The sonnet is typical for the era as it was common for gentleman to write love sonnets about their lover and give it to them. Shakespeare wrote one hundred and fifty four sonnets and due to their consistent quality. His sonnets were in the style known as the Shakespearean sonnet form. A Shakespearean sonnet has fourteen lines, broken down into three quatrains and ending with a rhyming couplet. In each quatrain a different subject is discussed and described, the subject is then changed at the start of each new quatrain. A Shakespearean sonnet has the rhyming pattern ABABCDCDEFEFGG. For example in Shall compare thee to a summers day, the first quatrain shows this rhyming pattern, it is at the beginning so is the ABAB part. Shall I compare thee to a Summers day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of Maie, And Sommers lease hath all too short a date: The rhyming couplet, GG, often finishes a Shakespearean sonnet; this type of ending often ends the poem with a satisfactory conclusion, for example in Shall compare thee to a summers day So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. There are many techniques used in Shall compare thee to a summers day, with the beginning of the second quatrain Shakespeare uses a metaphor to describe the sun; he calls it the eye of heaven. In Line 6 he uses personification to describe the sun. Shakespeare refers to the sun as he, giving the sun human qualities. The suns colour and light is referred to as a gold complexion. This is also personification, as complexion is a word used to describe a humans skin. This sonnet is about Shakespeares love for another woman. Shakespeares attitude towards the theme of love is that it should be displayed openly. The theme of love is typical to the Elizabethan age as most of the poets wrote about ones they loved. However in the Jacobean age things were a little different. Elizabethan literature generally reflected the enthusiastic self-confidence of a nation expanding its powers and increasing its wealth and not addressing its social and religious problems. During the Jacobean age the main events happening were revolutions, restoration of the monarchy and the victory of Parliament, so therefore the public demanded that the literature be more intellectual. John Donne was a prominent poet of this time as he had the ability to attack the delicate topic of love with an increasingly liberalistic and argumentatively structured persuasion to the emotions which was common with the metaphysical movement, a perfect example of this is Donnes poem, The Flea. Donnes poetry was effected by the attitudes and beliefs of this period in that his poetry had to be intellectual and passionate so that the upper class would find it social acceptable. John Donne was born to a prosperous catholic family in London in 1572. His father, John Donne, was a well-to-do ironmonger and his mother was the daughter of John Heywood, epigrammatist. Donne was educated at Oxford, Cambridge, and Lincolns Inn. This care free and easy live childhood should have affected his poetry in that his poetry should have been of happy things and about an easy life. This would have been so were it not for the death of his brother Henry who died of a fever in prison after being arrested for giving sanctuary to a proscribed Catholic priest. This made Donne begin to question his faith and inturn write sadder and less optimistic poetry. Donne was however able to write the poem The flea which is a slightly happier poem about a woman he loves. The flea describes a tiny blood withdrawing mite which happens to have sucked a droplet of the Donnes and his mistresss blood. Ironically he uses the ugliest, most reviled pest to associate with a pure, probably coy mistress in his attempt to finish his courtship of her. Nevertheless, he manages well. In verse one, the writer enthuses about the how little the thing she is denying him is. He slowly begins to build up his argument by saying that being bitten is not a sin. He talks about how the flea differs in its approach to her. The flea just jumps up and bites her, while he is painstakingly putting his every effort into wooing her like a gentleman. Donne almost sounds deprived here. In verse two he begs her not to kill the flea, as it is the symbol of their love, and the only place where they are married is in these living walls of Jet. He says that although many things are against them, she must not kill it as that would be killing him and it would be sacrilege, as it is their marriage temple. If it dies all hope of them dies In verse three, she kills the flea, cruel and suddenly. He feels angry, annoyed and hurt at her brutal, pointless act. She justifies her action by saying that by killing the flea she does not harm any one. He immediately replies by acknowledging her argument. He then finishes by saying that the same degree of honour of will be lost when she sleeps with him, in other words if he really loves her he will wait until they are married. The Flea is a song that follows the rhyming pattern AABBCCDDD. MARK but this flea, and mark in this, How little that which thou deniest me is ; It suckd me first, and now sucks thee, And in this flea our two bloods mingled be. Thou knowst that this cannot be said A sin, nor shame, nor loss of maidenhead ; Yet this enjoys before it woo, And pamperd swells with one blood made of two ; And this, alas ! is more than we would do. In the second verse Donne uses the metaphor This flea is you and I and also that killing the flea is killing him. Donne also uses personification when describing the flea as a symbol of their love. This poem is similar to the one discussed earlier in that it follows the same theme of love, but this poem is more about physical love rather than emotional love. However in both poems the idea that love should be displayed openly is portrayed well by the poets. The turn of 1832 commenced the dawn of the Victorian period in England where Queen Victoria was ruling. However in America it was a time of intellectual activity as well as social and economic change. American citizens were enjoying the poetical works of many of the bests American poets who were in the cannon of literature. One of these being Walt Whitman who wrote poetry mainly about the optimistic principles of American democracy. However he did write one poem about love, entitled To a stranger In America it was uncommon for men to write poetry about love as it was contradictory to the stereotype image of the man to be writing soppy poems. Many of the poets of that stage in time wrote poetry about war and adventures. Although this was a poem about love it didnt follow the customary focus of most love poems which were about a mans love for a woman. This tends to suggest that Whitman was trying to keep his manly image while still writing poetry of this theme. Walt Whitman was born in 1819 on Long Island, New York, to Quaker parents. Being the second of nine children, Walt was never alone as a child; however this also meant that his parents were not very wealthy. In 1823 Whitman attended public school until the age of eleven when he left school to get a job as an office boy in a law office. This lack of education meant that Whitman didnt have as much advantages as that of poets like Shakespeare and Donne, so therefore his poetry was not as cultured as it could have been should he have received proper education. During the American Civil war Whitman attended wounded soldiers in Army hospitals. This would have influenced his poetry by dampening his spirits and lowering his competency to write happy poems about love. The poem To a Stranger can be basically summed up in one word, Dà ¯Ã‚ ¿Ã‚ ½jà ¯Ã‚ ¿Ã‚ ½ vu. It is about walking past someone who you think you have loved in a past life time, or someone you have grown up with but you cant really remember if it is real or just a dream. The first stanza is about some walking by and the poet has a feeling of dà ¯Ã‚ ¿Ã‚ ½jà ¯Ã‚ ¿Ã‚ ½ vu. The second and third stanzas are about the poet remembering a past love or life lived with the person. The fourth stanza is about the poet meeting eyes with the other person and having strong feelings for the person. The final stanza is the poet hoping that he will see the person again to reclaim the past love. This poem can be classified as a lyric because there is no apparent form to its layout. It is comprised of one five lined stanza and four four lined stanzas. There is no real rhyme in the lyric except that in stanza one, three and five there is a word repeated. The poet shows that he believes love is important in life; this is displayed in the poem when he says that he has lived a life of joy and love with the person, they left and now he wants them back. This can be interpreted through the first two lines of the second stanza I have somewhere surely Lived a life of joy with you, And the last two lines of the lyric. I am to wait; I do not doubt I am to meet you again I am to see to it that I do not lose you. This theme is not typical of this era in time as not many poets wrote about love. This poem is similar to the other two poems discussed earlier in that its theme is love and it discusses the poets love for an individual however in this poem the idea that love should not be displayed openly is portrayed by this poet. Shakespeare was a openly passionate poet and most of his works were on love. His attitude towards love was that your feelings towards someone should be shared and that everyone should experience love. Unlike Shakespeare John Donne was not as openly passionate writer of love songs although he did write many love songs. He chose to be intellectual when discussing this topic as was the common thing to do of his time. Walt Whitman however, was not an open love poetry writer at all as it was against the stereotype man image of his time and many of his poems were about war. His feelings towards love were that it was between a man and a woman and that it should not be openly published. Although the three poets all wrote love poems their views on how the poems should be written were different mainly due to the era they lived in, however this difference did not topple the fact that they are all great poets.

Mexican National Anthem

Mexican National Anthem One of the most impressive choral performances Ive heard was when I was part of a crowd of hundreds of thousands one Sept. 15, the eve of Mexicos Independence Day, on Mexico Citys main plaza, known as the ZÃ ³calo. Late in the night, the crowd sang this song, the Mexican National Anthem, known officially as el Himno Nacional Mexicano. The anthem was written in 1853 by poet Francisco Gonzlez Bocanegra, although it didnt become official until nearly a century later. It was originally written with 10 verses and a chorus, although only four verses are typically sung. The anthem is usually sung starting with a chorus followed by the four stanzas, with the chorus sung between each stanza and at the end. Estribillo: Mexicanos, al grito de guerraEl acero aprestad y el bridn,Y retiemble en sus centros la tierraAl sonoro rugir del can. Chorus: Mexicans, when the war cry is heard,Have sword and bridle ready.Let the earths foundations trembleAt the loud cannons roar. Estrofa 1: Cia oh Patria! tus sienes de olivaDe la paz el arcngel divino,Que en el cielo tu eterno destino,Por el dedo de Dios se escribi;Mas si osare un extrao enemigo,Profanar con su planta tu suelo,Piensa oh Patria querida! que el cieloUn soldado en cada hijo te dio. Stanza 1: May the divine archangel crown your brow,Oh fatherland, with an olive branch of peace,For your eternal destiny has been writtenIn heaven by the finger of God.But should a foreign enemyDare to profane your soil with his tread,Know, beloved fatherland, that heaven gave youA soldier in each of your sons. Estrofa 2: Guerra, guerra sin tregua al que intenteDe la patria manchar los blasones!Guerra, guerra! Los patrios pendonesEn las olas de sangre empapad.Guerra, guerra! En el monte, en el valleLos caones horrsonos truenenY los ecos sonoros resuenenCon las voces de Unin! Libertad! Stanza 2: War, war without truce against who would attemptto blemish the honor of the fatherland!War, war! The patriotic bannerssaturate in waves of blood.War, war! On the mount, in the valeThe terrifying cannon thunderand the echoes nobly resoundto the cries of union! liberty! Estrofa 3: Antes, patria,que inermes tus hijosBajo el yugo su cuello dobleguen,Tus campias con sangre se rieguen,Sobre sangre se estampe su pie.Y tus templos, palacios y torresSe derrumben con hrrido estruendo,Y sus ruinas existan diciendo:De mil hroes la patria aqu fue. Stanza 2: Fatherland, before your children become unarmedBeneath the yoke their necks in sway,May your countryside be watered with blood,On blood their feet trample.And may your temples, palaces and towerscrumble in horrid crash,and their ruins exist saying:The fatherland was made of one thousand heroes here. Estrofa 4: Patria! Patria! tus hijos te juranExhalar en tus aras su aliento,Si el clarn con su blico acento,Los convoca a lidiar con valor:Para ti las guirnaldas de oliva!Un recuerdo para ellos de gloria!Un laurel para ti de victoria!Un sepulcro para ellos de honor! Stanza 4: Fatherland, oh fatherland, your sons vowTo give their last breath on your altars,If the trumpet with its warlike soundCalls them to valiant battle.For you, the olive garlands,For them, a glorious memory.For you, the victory laurels,For them, an honored tomb.

Definition and Discussions of Writer-Based Prose

Definition and Discussions of Writer-Based Prose Writer-based prose is a kind of private or personal writing: a text that is composed for oneself. Contrast with reader-based prose. The concept of writer-based prose is part of a controversial social-cognitive theory of writing that was introduced by professor of rhetoric Linda Flower in the late 1970s and early 1980s. In Writer-Based Prose: A Cognitive Basis for Problems in Writing (1979), Flower defined the concept as verbal expression written by a writer to himself and for himself. It is the working of his own verbal thought. In its structure, writer-based prose reflects the associative, narrative path of the writers own confrontation with her subject. See the observations below. Also see: Expressive DiscourseBasic WritingComposition StudiesDiaryJournalTwelve Reasons to Keep a Writers DiaryYour Writing: Private and Public Observations Beginning writers often find it difficult to distinguish between public and private writing, or what Linda Flower calls writer based and reader based prose. That is, writer-based prose is a verbal expression. written by, to, and for the writer, that reflects the associative action of the mind when verbally relating a topic. Such prose is typified by many references to the self, is loaded with code words (those known only to the writer), and is usually in a linear format. Reader-based prose, on the other hand, deliberately attempts to address an audience other than the self. It defines coded terms, refers less to the writer, and is structured around the topic. In its language and structure, reader-based prose reflects the purpose of the writers thought, rather than its process as in writer-based prose.(Virginia Skinner-Linnenberg, Dramatizing Writing: Reincorporating Delivery in the Classroom. Lawrence Erlbaum, 1997)Writer-based prose (as it is usually defined) appears in all skilled writers journal entries, in the notes good writers make prior to composing an essay, and in early drafts of writing that in final form will be reader based. Everyone uses the strategies of writer-based prose, says Flower, and good writers go step further to transform the writing these strategies produce.(Cherryl Armstrong, Reader-Based and Writer-Based Perspectives in Composition Instruction. Rhetoric Review, Fall 1986) Knowledge-driven planning . . . accounts for writer-based prose with its narrative or descriptive structure and focus on the writer thinking out loud to herself. For difficult tasks, knowledge-driven planning and a writer-based first draft may be a first step toward a reader-based text revised in the afterlight of a more rhetorical plan.(Linda Flower, The Construction of Negotiated Meaning: A Social Cognitive Theory of Writing. Southern Illinois University Press, 1994)To celebrate writer-based prose is to risk the charge of romanticism: just warbling ones woodnotes wild. But my position also contains the austere classic view that we must nevertheless revise with conscious awareness of audience in order to figure out which pieces of writer-based prose are good as they areand how to discard or revise the rest.To point out that writer-based prose can be better for readers than reader-based prose is to reveal problems in these two terms. Does writer-based mean:That the text doesnt work f or readers because it is too much oriented to the writers point of view?Or that the writer was not thinking about readers as she wrotealthough the text may work for readers?(Peter Elbow, Everyone Can Write: Essays Toward a Hopeful Theory of Writing and Teaching. Oxford University Press, 2000)

Comparisons of the Offences of water Pollution in UK Essay

Comparisons of the Offences of water Pollution in UK - Essay Example To some extent the Government priorities are determined by European Community (EC) law and other international agreements. There are over 300 EC Directives dealing with environmental matters: about 30 concern water. If pollution occurs, including when the conditions of a consent is broken, a criminal offence has been committed. In these cases the polluter can be prosecuted, usually by the Environmental Agency, and may be fined and made to clean up the pollution. Prosecution is a last resort. The Secretary of State has powers under the Water Resources Act 1991 to set statutory objectives, giving the Government and the Environment Agency a legal duty to ensure that they are achieved. These powers have been used to establish environmental water quality standards for particular stretches of inland and other coastal waters to fulfill the requirements of the European directives. Examples include bathing waters, shellfish waters or sources for drinking water supply. The EC surface water Abs traction Directives (75/440/EC) set quality objectives for the surface water sources from which drinking water is taken. The Water Resources Act 1991 consolidated previous water legislation in respect of both quality and quantity of water resources.

The Impact of Globalization to Manufacturing Field Essay - 20

The Impact of Globalization to Manufacturing Field - Essay Example Here the goals of helping to think ‘achievable’ as ‘possible’ and ‘realistic’ as ‘probable’. Working through the realistic criteria identifies the tension between the current state and desired state. Moreover, the organizations which aim for the globalization of manufacturing should have an aggressive expansion strategy and wants to fund this expansion debt free by freeing up capital tied up in other assets. The definition of globalization itself manifests its impact on the manufacturing logistics. To most economists,’ globalization’ means the closer integration of economies via trade and factor flows. But this permits many interpretations of how this can be measured. Economic geographers define the globalization as the shifts in the location of economic activity subsequent to shrinking economic distance. On the other hand, the critics take the view on globalization to be synonymous with capitalism, big business, and m ultinational corporations. (Crafts and Venables (2001, p. 2)(3) 2. Crafts, N. and Venables, A. J. (2001) ‘Globalization in history: a Geographical perspective’, London School of Economics, paper prepared for the NBER conference on ‘Globalization in economic perspective’. interactions in each economy between the external facets of globalization like e.g. shrinking economic distance, greater trade or the spread of international production that apply to the economy and internal factors that affect its employment response. The major impact of globalization as follows. 1. Globalization causes to manufacturing companies the converging of product prices between exporting and importing countries, a good indirect measure of economic distance between economies.  Ã‚  

Entity ritual and power an anthroplogical

Entity ritual and power an anthroplogical Anthropology 103 is an introduction to some of the major topics and issues that concern social and cultural anthropologists today. It complements Anth 102: Anthropological Perspectives, offered in the second semester, which deals with a separate range of anthropological issues. Together, Anth 102 and 103 constitute a comprehensive introduction to anthropology and students intending to major in anthropology should do both of them. Both Anth 102 and Anth 103 also complement our other 100-level courses, Anth 104: Endangered Peoples (offered in 2011) and Anth 105: Human Evolution, offered this semester. Course convenor lecturer: Assoc. Prof. Patrick McAllister, Room 325, Department of Sociology and Anthropology Phone: ext 7103; email: [emailprotected] Course administrator: Roslyn Kerr, Room 207, School of Social and Political Sciences Phone: ext 7185; email: [emailprotected]y.ac.nz Tutors: Amba Brackenreg Morton, Room 207, School of Social and Political Sciences Phone: ext 7185; email: [emailprotected] Niki McCusker, Room 207, School of Social and Political Sciences Phone: ext 7185; email: [emailprotected] Consulting hours: Your tutor will inform you of her/his consulting hours once you have been assigned to a tutorial group. Feel free to make an appointment with the course lecturer at any time. Lectures and tutorials: There will be two lectures a week on Monday from 11 to 11.50 a.m. in A4 lecture theatre and Wednesday from 11 to 11.50 a.m. in A5 lecture theatre. There is one compulsory tutorial a week. Tutorial groups, venues and times will be arranged at the beginning of the course. Lecture outlines will be posted on Learn each week. Assessment: Tutorial participation (attendance and preparation of notes) 15% Class test: Wednesday31 March 15% Essay: due on Friday 21 May 20% Exam (date t.b.a.) 50% Satisfactory participation in tutorials will require the preparation of written notes (approximately one page of 300 words per tutorial) based on the tutorial reading. Most tutorials involve participation in small-group work, and adequate preparation is essential. You are required to take a hard copy of the notes to the tutorial so that you can consult it during discussions. The notes will be collected and recorded but not assessed, but the mark for tutorial participation is based on both the hard copy handed in to the tutor and on your attendance at the tutorial. The essay (see p. 7) should be typed, double spaced, and around 2000 words in length. Learn contains a guide to essay writing and a referencing guide which you must read. The class test will be based entirely on material dealt with in tutorials and lectures, including the relevant readings in the course reader (weekly readings as well as tutorial readings). The exam will be based on all aspects of the course readings, lectures, tutorials and videos. For details on assessment policy, aegrotats, extensions, etc., see Learn. Course reader and Tutorial readings: Part One of the Course Reader contains the weekly readings relevant to the weekly lectures. Tutorial readings are found in Part Two of the course reader. Students are also advised to consult the Anthropology and other social science encyclopaedias in the reference section of the Central Library. Textbook: There is a recommended text book for this course, available from the University book shop. It is Monaghan, J and Just, P. Social and Cultural Anthropology: A Very Short Introduction. Oxford, 2000. There is also a course Reader. It contains readings relevant to both lectures and tutorials but not readings from the recommended text book. Other recommended texts (on short loan in the library): Metcalf, Peter Anthropology: The Basics. Routledge 2005. Eriksen, Thomas Hyland Small Places, Large Issues. Second edition. London: Pluto Press. 2001. Internet resources: Learn contains everything you need to know about the course (see http://learn.canterbury.ac.nz/login/index.php) and also has links to a number of sites of interest to anthropologists. Course overview: Anth 103 introduces students to a range of topics aimed at enabling them to critically examine the nature and role of culture in constructing a sense of individual and collective identity, and how this is related to various forms of power. Culture is viewed as a system of symbols that provide meaning, manifested in language, in notions of space and place, in art, in ritual, and in other material things such as food and dress. The course explores the role of symbols and rituals in the construction of culture. It demonstrates how ideas about culture may form the basis of group formation, ethnic and national identity, and how many forms of social action (including conflict between groups) may be understood as the politics of culture in which there are struggles for identity and power. Culture and identity are frequently acted out or performed in ritual and other forms of public action, and the notion of performance is introduced and developed in relation to the construc tion and demonstration of identity. The course illustrates the diverse nature of the ways in which humans perform identity and how these topics are of interest and relevance to countries such as New Zealand. In this sense it demonstrates how anthropology is relevant in todays world, by showing how an anthropological approach may be applied to contemporary social issues. _____________________________________________________________________ ­Ã‚ ­ Lecture programme _____________________________________________________________________ Week 1 22 February We start, this week and next, with an introduction to socio-cultural anthropology, its perspectives and its methods. Certain basic anthropological concerns are introduced. These include the nature of culture and society, and the ways in which humans organise themselves socially (weeks 2 and 3). In later weeks we see that time, space, the body and material culture form important components of this, as do ritual and power. In this respect the importance of symbols and meaning are emphasised, before we move on (in the second half of the course) to the question of ritual and ritual performance, through which culture is expressed, identities constructed and maintained, and power relationships acted out and reflected upon. Ritual performances, then, turn out to be basic to understanding the nature of social identity and the politics of culture, and vice versa. Videos and video clips are used to provide visual illustrations and food for thought. 1. Welcome and introduction what is socio-cultural anthropology, and why study it? Academic members of the UC anthropology programme and what they do. 2. The anthropological approach: Ethnographic fieldwork Video: Off the Verandah (Malinowski) Readings: Monaghan and Just 2000 (ch1); Eriksen 2001, ch 3. No tutorial this week. _____________________________________________________________________ Week 2 1 March 3. Culture and society: Video: The Kawelka: Ongkas Big Moka 4. Culture, symbols, society, meaning: Video: Dogtown and Z boys Readings: Monaghan and Just 2000 (chs 2 3); Hendry, 1999, ch 1. Tutorial Metcalf refers to the culture shock experienced by anthropological fieldworkers. How is this illustrated by Richard Lees experience of Christmas in the Kalahari? Metcalf 2005, ch1; Lee 2000. _____________________________________________________________________ Week 3 8 March 5. Symbols, identity and power: Video: Dogtown and Z boys (contd.) 6. Reflections and consolidation: Dogtown, the Kawelka, and the anthropological approach Reading: Delaney 2004, pp. 323-332 Tutorial It has been suggested that culture consists of meanings conveyed by symbols. Your tutorial notes should address the following questions: What is a symbol? How do symbols convey meaning? Why is symbolism central to understanding culture and society? Hendry 1999, Ch 5. _____________________________________________________________________ Week 4 15 March 7. Material culture the things that matter 8. Economic anthropology The Potlatch. Video: Box of Treasures Readings: Monaghan and Just 2000 (ch 6); Piddocke 1965 Tutorial Body ritual in New Zealand society: How does body ritual and the associated material things in your own home compare with the lengths to which the Nacirema go to ensure bodily purity? Miner 2000. _____________________________________________________________________ Week 5 22 March 9. Time and space 10. The politics of culture. Video: Basques of Santazi Readings: Bourdieu 1973 Tutorial Maria Tam considers yumcha to be a typically Hong Style of eating. What is the connection between food, time and place in this instance? Can you think of other examples of close associations between a particular national or regional identity and specific foods or eating styles? Tam 1997. _____________________________________________________________________ Week 6 29 March 11. The politics of culture (contd) 12. Class test. Readings: Monaghan and Just 2000 (ch 5); Atran 2007. Tutorial Race and culture: Why is race a discredited concept in biology? And if it is discredited, why is it relevant to anthropologists? Check it out in your tutorial readings, then go to the library and look through last weeks New Zealand and Australian newspapers for articles that refer to race, race differences, or similar issues and bring the article with you to the tutorial for discussion, along with your notes. Metcalf 2005, ch 2; Diamond 1999. _____________________________________________________________________ Mid semester break _____________________________________________________________________ Week 7 26 April 13. Nationalism and ethnicity: Ethnicity and the politics of culture in New Zealand 14. Aesthetics, identity and society Readings: Eriksen 2001, ch 17-18; Hendry 1999, ch 6 Tutorial: Discuss and evaluate Koligs analysis of the links between culture, ethnicity, politics and power in New Zealand. Kolig 2009. _____________________________________________________________________ Week 8 3 May 15. Religion and Ritual 16. Ritual and the life-cycle Readings: Monaghan and Just 2000 (ch 7); Hendry 1999 (ch 4) Tutorial What are the characteristics of the liminal stage of rites of passage? Turner 2000. _____________________________________________________________________ Week 9 10 May 17. Rites of Passage. Video: Masai Manhood 18. Masai ritual, politics and power Readings: Turnbull 1993 (Ch 10) Tutorial How did Moerans attention to the ritualised consumption of alcohol and to drinking talk help him to understand power relations in the Japanese community that he studied? Moeran 1998. _____________________________________________________________________ Week 10 17 May 19. Ritual, identity, power witches, sorcerers, and oracles Video: Strange Beliefs (Evan-Pritchard) 20. Magic and shamanism Video: Off the Verandah (Malinowski) Readings: Beattie 1964, pp. 139-151 Tutorial What is globalization and why are anthropologists interested in it? Eriksen 2001, ch 19. _____________________________________________________________________ Week 11 24 May 21. Cultural performance 22. Performing identity: Video Trobriand Cricket Readings: Bauman 1992 Tutorial What are the ways in which you perform your identity? How are such performances related to your nationality, age, gender, education and ethnicity? Fernea and Fernea 2000 _____________________________________________________________________ Week 12 31 May 23. Cultural performance and public ritual in New Zealand: ANZAC Day 24. Conclusion, course overview, exam details Readings: Delaney 2004, 376-391 Tutorial Revision and consolidation _____________________________________________________________________ Essay; due on Friday 21 May (2000 words, typed) Choose ONE of the following topics. 1. Discuss the usefulness or otherwise of regarding Pakeha/Maori relations as relations between ethnic groups. Use the media to make reference to contemporary issues and controversies in your answer. Banks, M. Ethnicity : Anthropological Constructions. London; New York : Routledge. 1996. Eriksen, T. H. Ethnicity and Nationalism : Anthropological Perspectives. London: Pluto. 1993. Kolig, E. Romancing Culture and its Limitations: Policies of Cultural Recognition, Multiculturalism and Cultural Boundaries in New Zealand. In The Politics of Conformity in New Zealand, edited by R. Openshaw and E. Rata. Auckland: Pearson. 2009. Kottak, C. Anthropology: The Exploration of Human Diversity. 9th edition. McGraw Hill. 2002. Ch 12. Barber, K. Pakeha Ethnicity and Indigeneity. Social Analysis, 43, 2. 1999 Spoonley, P Pearson, C. Nga Patai: Racism and Ethnic Relations in Aotearoa/New Zealand. Palmerston North: Dunmore Press. 1996. (Chapters by Bell and Spoonley). 2. Anthropology is said to be concerned with the contemporary study of culture and society. What do these two terms mean, and in what ways are they connected? Barnard, A. and J. Spencer Encyclopaedia of Social and Cultural Anthropology. London: Routledge. 1996. (Make use of other Anthropology encyclopaedias as well). Metcalf, Peter.  Ã‚  Ã‚  Anthropology: The Basics.  Ã‚   Abingdon/New York: Routledge. 2005. Bailey, James and Peoples, Garrick. Humanity: An Introduction to Cultural Anthropology. 6th edition. Belmont, Ca.: Thomson/Wadsworth. 2003 Hendry, Joy. An Introduction to Social Anthropology. London: MacMillan Press. 1999. Eriksen, Thomas Hyland. Small Places, Large Issues. Second edition. London: Pluto Press. 2001 Beattie, John. Other Cultures. London:Routledge. 1964. 3. The body, it is said, is not a natural thing but a cultural one. The body is implicated in ritual and performance, and it is an important source of symbolism in most societies. Discuss. Delaney, Carol. An Experiential Introduction to Anthropology. Malden/Oxford. 2004, chs 6-8 Hendry, Joy. An Introduction to Social Anthropology. London: MacMillan Press. 1999. Ch 5 Bowie, F. The anthropology of religion. Second edition. Oxford Blackwells. 2006. Ch 2. Hertz, R. Death and the Right Hand. London: Cohen and West. 1960. pp89-116.

The Balanced Scorecard Approach

Coca-cola Company (hereafter referred to as â€Å"the Company† or â€Å"the Organization†) is the owner of four of the world's top five nonalcoholic sparkling beverage brands known to almost every American. Coca-cola was established in 1886 and presently, it is operational in at least 200 countries having at the minimum 90,500 associates worldwide and serving â€Å"1. 5 billions† ( The Coca-cola 2008 p. 1 )of customers each day .The Company’s overall goal, which is its mission is to â€Å"refresh the world in body, mind and spirit, inspire moments of optimism through their brands and actions and to create value and make a difference in all their engagements† ( Mission, Vision, 2006) The Company is a manufacturer and seller of soft (carbonated) drinks with various brands, the most popular of which is the banner brand, Coke. In assessing its success, the Organization does not only count its monetary sales and profits but as well as its effect to the w orld in general.Coca-cola Company tries to be open and accessible to everyone who needs information on anything it does. Financial records, company information, customer-goal, investor values and press releases are all accessible at the Company’s website, www. thecoca-colacompany. com. Aside from the abovementioned mission, the Organization’s vision include the following (Mission, Vision, 2006): ? People: Being a great place to work where people are inspired to be the best they can be. ? Planet: Being a responsible global citizen that makes a difference.? Portfolio: Bringing to the world a portfolio of beverage brands that anticipate and satisfy peoples' desires and needs. ? Partners: Nurturing a winning network of partners and building mutual loyalty. ? Profit: Maximizing return to shareowners while being mindful of our overall responsibilities Moreover, the Company’s strategies are incorporated in its values which include the following: ? Leadership: â€Å"Th e courage to shape a better future† ? Passion: â€Å"Committed in heart and mind† ? Integrity: â€Å"Be real† ? Accountability: â€Å"If it is to be, it's up to me† ? Collaboration: â€Å"Leverage collective genius†? Innovation: â€Å"Seek, imagine, create, delight† ? Quality: â€Å"What we do, we do well† SLP II. Indeed, customer is very important. Without a customer, any financial organization would not survive As Coca-cola’s way to retain existing customers and to encourage potential ones they have the following guidelines: Vision: Bringing to the world a portfolio of beverage brands that anticipate and satisfy peoples' desires and needs. Mission: Refresh the world in body, mind and spirit. Strategy: â€Å"What we do, we do well† To follow the guidelines and achieve what it wants, a set of very specific objectives must be met.The achievement of customer level objective, which includes â€Å"the satisfaction of custome rs, their retention, and larger market share† (The Balanced Scorecard) makes the business perform better. Why is the customer very important? Because there is a â€Å"direct correlation between financial results and customer. †(Shaw, 2000, p. 37) The Company, to satisfy its mission and vision, through its strategies for its existing and potential customers, the following objectives are setul: ? To satisfy customers with the gratifying taste of high quality products;? The introduction to customers of products with diverse and fortified products that are healthier. ? Production of healthy beverages lines which are tasty yet they are not damaging to health. The three objectives above are very important. The Company has acknowledge that â€Å"obesity and other health problems† (The Coca-cola, 2008, p. 12) may endanger the potential income of the Company as well as its name, which can be fatal to a company that† established reputations world-wide, and branding h as enabled international reputations to be created† (Kay, 1995, p. 15).Looking from these objectives, it can be seen that the third one is the most specific of the three. â€Å"production of healthy beverages lines which are tasty yet they are not damaging to health† would result to the â€Å"introduction of products taste diversity and fortification making them healthier† that would make customers satisfied with gratifying high-quality (healthy) beverages. This achieves the strategy of the Company stating, â€Å"What we do, we do well† and also its mission stating. â€Å"Refresh the world in body, mind and spirit†: an unhealthy drink would not satisfy the mind and spirit.

History Of Violence Against Aboriginal Women - 1068 Words

History of violence against Aboriginal women in Canada No analysis of violence against Indigenous women can be made without first looking at colonization as the antipasto of the conflict (Cooper Salomons 2010). â€Å"It is thus paramount to understand the context of colonisation in Canada in order to begin to understand the structural problems and barriers that lead to serious numbers of missing and murder Indigenous women in Canada.† (Cooper Salomons 2010, 31). When the Europeans first came to â€Å"turtle Island† they were â€Å"highly dependent† on the assistance of Indigenous women (Cooper Salomons 2010). However when the Euro-North American governments were forming, the issue of ownership of land became significant. â€Å"As the settler society†¦show more content†¦Residential schools were mandatory for all Aboriginal children to attend. These schools â€Å"separated children from their families and communities, forcing them to speak English and worship according to European Christian customs while inflicting great physical, emotional and sexual abuse, poor living conditions, lack of adequate medical care and food on them.† (Cooper Salomons 2010, 34). Cooper Salomons (2010) argued that the motive of residential schools towards girls was to din male-controlled norms into Aboriginal societies so that women would lose their leadership and voice in the society. The impact of colonialism and residential schools are a large contributor to violence perpetrated against Aboriginal women in Canada today, â€Å"†¦the residual impacts of residential schools are felt by the families of missing and murdered women†¦Ã¢â‚¬ (Cooper Salomons 2010, 34), even till present date. Structural violence and health of Aboriginal women in Canada â€Å"Structural inequities produces suffering and death as often as direct violence does, though the damage is slower, more subtle, more common and more difficult to repair† (Indigenous politics, 2005). The overt difference in health between aboriginal and non-aboriginalShow MoreRelatedAboriginal Women in Canada Essays1375 Words   |  6 PagesThe issue of violence against Aboriginal women is my chosen subtopic that strongly contributes to the history of Aboriginal women’s struggle for rights and identity in Canada. To search relevant newspaper articles for this topic, the databases that were used were Lexis-Nexis Academic Universe, as well as Canadian Newsstand Major Dailies. The reason these two databases were chosen was because Canadian Newsstand offered articles from multiple newspapers in the country, therefore providing me with diverseRead MoreWomen s Rights Of Aboriginal Women1204 Words   |  5 Pageslegislation Aboriginal women were devalued with the intende d result of undermining their status, preventing them from passing on status to their own children and effectively making them property of their husbands and fathers (cite) The government’s introduction of reserve land, in regards to status and non-status Indians and who could reside there drastically affected Aboriginal women with disastrous results. A direct result of colonial policy was the forcible displacement of Aboriginal women off reserveRead MoreAboriginal Women are Oppressed in Society Essay1443 Words   |  6 PagesThroughout history, women have been the victims of oppression in society. In specific, Aboriginal women have suffered through racism, sexism, domestic violence, and over-representation. Through the implementation of the Indian Act, Aboriginal women have been forced to abandon their culture in order to assimilate into Canadian society. The effects of colonization has changed the way Aboriginal women are treated; emotionally and physically, and therefore are the source of oppression today. The IndianRead MoreThe Role Of Settler Colonization And Its Negative Repercussions999 Words   |  4 PagesIn April 1995 Pamela George, an Ojibway women, was brutally murdered in Saskatchewan. Her murderers Steven Kummerfield and Alex Ternowetsky, young middle-class white men, were convicted of manslaughter and sentenced to merely six and a half years in prison. George’s story is one of the many Indigenous women who have been murdered or missing over the past years. There are over 580 cases of missing and murdered Indigenous women, close to half are put aside and left unsolved. Only 53% of these casesRead MoreThe World Health Organization Defines Violence Against Women1307 Words   |  6 Pagesdefines violence against women as â€Å"any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life† (2014). Aboriginal women are three times more likely to experience physical abuse than non-Aboriginal women, and this was found to be true regardless of whether the offense was spousal or non-spousal violence (BrownridgeRead MoreCanada’s Shame: The Oppression of Aboriginal Women in the Indian Act1601 Words   |  7 Pagesresearch paper is oppression against women in the Indian Act. 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The diaries and journals of the First Fleet provide descriptions of the locals as native, primitive, barbaric and even stupid. There were many violent acts of  resistance, as Aboriginal people took a stand against the occupation of their land and the destruction ofRead MoreViolence Against Aboriginal Women And Girls1778 Words   |  8 Pagessystem deals with violence against Aboriginal women and girls. This included concerns with the police system, the judicial system, and the correctional system. Witnesses raised concerns of the non-response of police services to cases of violence against Aboriginal women. In domestic violence situations, police do not always respond in a timely manner to calls for assistance. Witnesses also stated that police sometimes dismiss claims of sexual assault if the woman is Aboriginal and leads a â€Å"high-risk†

Pros and Cons of Differentiated Instruction - 1373 Words

Hey guys. I know that APA is a tough thing to learn. Im familiar with it thanks to my first masters program and my undergrad, but it is ever changing and I do NOT claim to be an expert. But, I thought Id give you a few tips so that this first paper is within APA expectations. So, here are some APA tips: q Only one space after periods, not two. (I had to break this habit also, so I know it is tough. But, please try to do it so that whoever goes through to edit will not have to spend a bunch of time going through deleting extra spaces.) q Paragraph format should have double-spacing between lines. q 12 point font q Font consistent throughout paper and either Times New Roman or Courier q References must be APA style. There are†¦show more content†¦For example, the low-end learner may need to have the content modified so that it is simplified to meet students needs at that level. Low-end learners may not be able to attain grade-level appropriate curriculum objectives; however, all learners need the opportunity to be successful at their individual instructional levels. Average learners are typically able to attain grade-level appropriate curriculum objectives, but may need adaptations in content such as more time to complete tasks and hands on experiences to reach their full potential. High-end learners may be above the grade-level curriculum objectives and need to be provided with enrichment activities. These few students may need advanced modifications such as independent study projects. Differentiation is all about options and not about being punitive by just piling on additional work for the more able (Tomlinson,1996). Based upon research that supports differentiated instruction and students varying educational differences and needs, how can educators afford not to promote the positives of differentiated instruction? Cons of Differentiated Instruction While research shows that differentiated instruction is, when correctly implemented, extremely effective, there are negative aspects that can halt or stunt its effectiveness. One of the biggest problems surrounding differentiated instruction stems from teacher preservice programs. According to Holloways September 2000 article in EducationalShow MoreRelatedMotivation and Research Methods in Teaching899 Words   |  4 Pagesfacilitate learning? How can students self -regulate their learning and behavior?† (Edmunds Edmunds, 2010, p.11) This topic is of particular interest to me as it relates to the instruction of adult learners. I am currently facilitating employment preparatory courses to adult students and am observing differentiated learners with a very wide range of motivation. The course outcomes are to prepare them for careers, however many have not indicated what, in fact, if any, their career goals are. 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Technology in education is continuing to grow each school year causing state and local school districts to form policies to support the effective and transformational use of technology and its impact in classroom instruction. Screven County is a large rural county that mostly agriculture oriented and is geographically located in southeast Georgia. Population figures from a 2010 census show 14,953 residents of which 26.2% live at or below the poverty level. ThisRead MoreAn Evaluation Of Intervention ( Rti ) And The Essential Components Of Rti895 Words   |  4 PagesResponse to intervention is a researched based intervention process that involves the instruction to be based off data collected in order to increase a students rate of learning. RTI is school wide and includes a multi-level system for instruction to prevent the students from failing. After intervention are put in place students are monitored for progress. Interventions can be Tier 1 (differentiated instruction in the classroom), Tier 2 (may be in the general education classroom, but may be otherRead MoreStandard 2 : Teaching And Learning1382 Words   |  6 Pagesbehavior throughout the year. The second artifact provided is an evaluation of classroom teaching. My University supervisor completed this evaluation during my internship semester. I was evaluated on three different occasions on reading and writing instruction in a third grade classroom at Forest Oaks Elementary School. The evaluation provided displays my strengths and weaknesses while teaching and provided suggested areas of improvement. The third artifact attached is a teacher-created ‘Think Sheet’