Girls do better than boys at school but the situation changed in Essay

Girls do better than boys at school but the situation changed in career patterns of females today - Essay Example In today’s world women contribute as much as men in the workplace with their ability, motivation and intelligence. They have proved themselves with their capabilities, knowledge, skills and competence. With an equal talent bank, positive wisdom and personality today’s women are in the forefront of globalization. As we can see 35% of US lawyers are women, 5% are partners in law firms. 9% of judges, 10% of company directors, 10% of top police officers in UK are women. (Melanie Nolan. Questia Journal Article). From the educational institutions to the media, to the government services, feminism decides the issues, sets the policies, and intimidates rising opponents into forced silence. In the beginning of the new millennium, female employment continues to be on the increase and there are now nearly 11.5 million working women in France compared with 6.5 million in 1960. And this is not peculiar to France alone the same phenomenon can be found all over Europe. The feminization of the workforce is progressively on the raise, whilst male employment is static or on the decline. Unemployment basically is determined by women’s working conditions and terms of employment. Women are no longer a "reserve". The traditional outlook about women being homemakers must therefore suggest legitimizing every kind of inequality. Unemployment being rampant in today’s world this has in no way affected women’s determination to stay on the job market. The term ‘equality’ has evolved continuously to refer to equity, discrimination, etc. all of which refer to the present situation of men and women. Despite women’s success at all levels, there is still a lot of gender segregation due to which women with equal qualification and experience find it more difficult to get a suitable job in a specified field. This is however changing gradually

Race and Ethnicity Essay Example for Free

Race and Ethnicity Essay Discussion about race and ethnicity has increased steadily over the last several years. Recent discussion has centered on whether the differences between race and ethnicity are necessary, damaging, or beneficial. There is also much to be said about race relations across the globe and many questions to be pondered. Writing about race can be difficult, and discussion about race even more difficult. The idea is that with research and knowledge, it is much easier to have an intelligent, well-informed discussion about issues that affect all of us. Listed below are some possible essay topics: Race vs. Ethnicity Is the idea of â€Å"race† a human construction that is further separating people in countries across the globe? Does science support the idea that â€Å"ethnicity† more clearly defines us, and therefore, should be how we see each other? Discuss the inherent differences and similarities between race and ethnicity and the importance of them. Race issues in American TV shows and movies Explain through examples and research how different races are portrayed on television and/or movies. Are stereotypes exploited? Are stereotypes nullified? What about the presentation of race in cartoons, e.g., the Disney movies? Race and the criminal justice system It is commonly believed that minorities are at a disadvantage when it comes to the justice system. Is this true? Are there disproportionate numbers of minorities convicted of crimes? Racial profiling Examine the hot-topic debate about racial profiling. Consider situations that might involve profiling: driving; airport screening; renting/buying housing; shopping and shoplifting; college entrance; and job hiring practices. Discrimination in hiring The topic of discriminatory hiring practices can be explored on its own. Available research will include news reports of instances and court cases. Also review the laws in place to prevent such practice. More possible topics: Should racial profiling be a legitimate law enforcement policy in some areas? †¢Should Affirmative Action for state university enrollment be continued? †¢Should the primary method of public school funding (property taxes in individual school districts) be amended to create more fairness in schools? †¢If a university offers â€Å"African-American Studies or Black Studies as courses, should it also offer European-American Studies or White Studies? †¢How do certain television programs perpetuate racial or ethnic stereotypes? †¢Should schools only purchase textbooks that offer revised or alternative perspectives on historical events? †¢What should be done about racial disparities in the sentencing of criminals? †¢Should the American government pay reparations and return land to Native Americans? †¢Should hate groups have the right to distribute literature on university campuses? †¢If research shows that certain racial or ethnic groups receive poorer medical care on average, how should this problem be corrected?  Ã¢â‚¬ ¢Should government organizations have staff that accurately reflect the racial, ethnic, and gender balance in society? Assignment: Choose one of the above listed topics, a combined topic from above, or a topic of your own choosing that somehow relates to the issue of race and ethnicity. Research the topic, choosing at least 3 sources that you can also easily print to bring to class. This will be an in-class essay with two days of writing that will be at least 4 pages. Type a works cited page and bring it to be turned in with the essay and the printed sources.

Feudalism :: Economy, History, Medieval Europe

Feudalism was created in the 9th century to eliminate social chaos and put social classes into order. Kings would also use it to expand their land. In return they would get protection, money, crops, and court duties. It also used in war times so that the Knights were obligated to fight. They centralized government to organize power and land. Feudalism was used to give out land by the king, organize social standing and in return get military services and protection. Feudalism was a set of political and military customs in medieval Europe that flourished between the 9th and 15th centuries (â€Å"Feudalism†). â€Å"The feudal system was not planned but, rather grew and developed in response to the social chaos that followed the fall of the Western Roman Empire. It provided order where there no longer was any, and it created new chains of command to replace those that were gone† ( James 58). Feudalism was introduced by King William I to England; this system organized power, land, and divided people into classes. The king, who owned all the land, gave some land to the church and to the barons in return for large blocks of land, the barons promised to fight for the king. Lent land to the knights and also common people (Susie 5). Feudalism test was also to defend against invaders (John 32). In the absence of centralized government authority, people look to personal relationships to bind society together. An individual with military pow er to offer gave his services to a feudal lord (Hay 170). Feudalism was created to put society, land, and power into order. In the economic system, landlords would force laborers to work on the lord’s manor to the lord’s profit (Medieval 65). Feudalism cultured many aspects of Europe that remained in place (Hay 39). â€Å"The feudal system was invented by 16th and 17th century lawyers and legal historians who were investigating the origins of the most common form of noble landholding in their own time (The Brown Reference Group 64). The feudal system was used in many aspects to making society and country simpler. Before the king would give out his land to the Barons, the barons would have to take an Oath of Fidelity. Nobel property was subdivided among a multitude of co sharers. The feudal system was founded upon a more and less complicated hierarchy of barons and vassals, united by ties of homage and fidelity by a sworn oath and by certain obligations which were defined in the contract.

So I Was Having This Conversation

It is unavoidable. It is there in every prospect Of life. How can you expect a person to remain the same forever? Are you the same person you were last year? No! This second is different from the previous one. Change it is such a dangerously beautiful word. A word that is welcome and unwelcome at the same time. We eagerly wait for summer to change into winter but we cannot bear the thought of our friends changing their style of speaking or music etc. I love change. It keeps a person unique and fresh. I think people should accept change.There is no old you or new you it is you in a different aspect. I think people dot like change because t interrupts with the stability of life. If suddenly you were to come home and find your mom dancing instead of preparing your lunch you would question her sanity – â€Å"mom what are you doing? † But why can't we accept that she too needs a break? I think people who can accept change are the most brave and most open-minded people. Peopl e who swore to me that they would always be here left me saying – â€Å"you've changed. But I found people who accept me change or no change. â€Å"l am like the scorching heat that changes into the piercing cold which I turn change into the pitter patter of falling raindrops. I am like the flower that changes from a bud into a flower a caterpillar into a butterfly. I am like the snake that shed its skin and grows every year.

The Twilight Saga 5: Midnight Sun 4. Visions

I went back to school. This was the right thing to do, the most inconspicuous way to behave. By the end of the day, almost all the other students had returned to class, too. Just Tyler and Bella and a few others – who were probably using the accident as a chance to ditch – remained absent. It shouldn't be so hard for me to do the right thing. But, all afternoon, I was gritting my teeth against the urge that had me yearning ditch, too – in order to go find the girl again. Like a stalker. An obsessessed stalker. An obsessessed, vampire stalker. School today was – somehow, impossibly – even more boring than it had seemed just a week ago. Coma-like. It was as if the color had drained from the bricks, the trees, the sky, the faces around me†¦ I stared at the cracks in the walls. There was another right thing I should be doing†¦that I was not. Of course, it was also a wrong thing. It all depended on the perspective from which you viewed it. From the perspective of a Cullen – not just a vampire, but a Cullen, someone who belonged to a family, such a rare state in our world – the right thing to do would have gone something like this: â€Å"I'm surprised to see you in class, Edward. I heard you were involved in that awful accident this morning.† â€Å"Yes, I was, Mr. Banner, but I was the lucky one.† A friendly smile. â€Å"I didn't get hurt at all†¦ I wish I could say the same for Tyler and Bella.† â€Å"How are they?† â€Å"I think Tyler is fine†¦just some superficial scrapes from the windshield glass. I'm not sure about Bella, though.† A worried frown. â€Å"She might have a concussion. I heard she was pretty incoherent for a while – seeing things even. I know the doctors were worried†¦Ã¢â‚¬  That's how it should have gone. That's what I owed my family. â€Å"I'm surprised to see you in class, Edward. I heard you were involved in that awful accident this morning.† â€Å"I wasn't hurt.† No smile. Mr. Banner shifted his weight from foot to foot, uncomfortable. â€Å"Do you have any idea how Tyler Crowley and Bella Swan are? I heard there were some injuries†¦Ã¢â‚¬  I shrugged. â€Å"I wouldn't know.† Mr. Banner cleared his throat. â€Å"Er, right†¦Ã¢â‚¬  he said, my cold stare making his voice sound a bit strained. He walked quickly back to the front of classroom and began his lecture. It was the wrong thing to do. Unless you looked at it from a more obscure point of view. It just seemed so†¦so unchivalrous to slander the girl behind her back, especially when she was proving more trustworthy than I could have dreamed. She hadn't said anything to betray me, despite having good reason to do so. Would I betray her when she had done nothing but keep my secret? I had a nearly identical conversation with Mrs. Goff – just in Spanish rather than in English – and Emmett gave me a long look. I hope you have a good explanation for what happened today. Rose is on the warpath. I rolled my eyes without looking at him. I actually had come up with a perfectly sound explanation. Just suppose I hadn't done anything to stop the van from crushing the girl†¦ I recoiled from that thought. But if she had been hit, if she'd been mangled and bleeding, the red fluid spilling, wasting on the blacktop, the scent of the fresh blood pulsing through the air †¦ I shuddered again, but not just in horror. Part of me shivered in desire. No, I would not have been able to watch her bleed without exposing us all in a much more flagrant and shocking way. It was a perfectly sound excuse†¦but I wouldn't use it. It was too shameful. And I hadn't thought of it until long after the fact, regardless. Look out for Jasper, Emmett went on, oblivious to my reverie. He's not as angry†¦but he's more resolved. I saw what he meant, and for a moment the room swam around me. My rage was so all-consuming that a red haze clouded my vision. I thought I would choke on it. SHEESH, EDWARD! GET A GRIP! Emmett shouted at me in his head. His hand came down on my shoulder, holding me in my seat before I could jump to my feet. He rarely used his full strength – there was rarely a need, for he was so much stronger than any vampire any of us had ever encountered – but he used it now. He gripped my arm, rather than pushing me down. If he'd been pushing, the chair under me would have collapsed. EASY! He ordered. I tried to calm myself, but it was hard. The rage burned in my head. Jasper's not going to do anything until we all talk. I just thought you should know the direction he's headed. I concentrated on relaxing, and I felt Emmett's hand loosen. Try not to make more of a spectacle of yourself. You're in enough trouble as it is. I took a deep breath and Emmett released me. I searched around the room routinely, but our confrontation had been so short and silent that only a few people sitting behind Emmett had even noticed. None of them knew what to make of it, and they shrugged it off. The Cullens were freaks – everyone knew that already. Damn, kid, you're a mess, Emmett added, sympathy in his tone. â€Å"Bite me,† I muttered under my breath, and I heard his low chuckle. Emmett didn't hold grudges, and I probably ought to be more grateful for his easy going nature. But I could see that Jasper's intentions made sense to Emmett, that he was considering how it might be the best course of action. The rage simmered, barely under control. Yes, Emmett was stronger than I was, but he'd yet to beat me in a wrestling match. He claimed that this was because I cheated, but hearing thoughts was just as much a part of who I was as his immense strength was a part of him. We were evenly matched in a fight. A fight? Was that where this was headed? Was I going to fight with my family over a human I barely knew? I thought about that for a moment, thought about the fragile feel of the girl's body in my arms in juxtaposition with Jasper, Rose, and Emmett – supernaturally strong and fast, killing machines by nature†¦ Yes, I would fight for her. Against my family. I shuddered. But it wasn't fair to leave her undefended when I was the one who'd put her in danger. I couldn't win alone, though, not against the three of them, and I wondered who my allies would be. Carlisle, certainly. He would not fight anyone, but he would be wholly against Rose's and Jasper's designs. That might be all I needed. I would see†¦ Esme, doubtful. She would not side against me either, and she would hate to disagree with Carlisle, but she would be for any plan that kept her family intact. Her first priority would not be rightness, but me. If Carlisle was the soul of our family, then Esme was the heart. He gave us a leader who deserved following; she made that following into an act of love. We all loved each other – even under the fury I felt toward Jasper and Rose right now, even planning to fight them to save the girl, I knew that I loved them. Alice†¦I had no idea. It would probably depend on what she saw coming. She would side with the winner, I imagined. So, I would have to do this without help. I wasn't a match for them alone, but I wasn't going to let the girl be hurt because of me. That might mean evasive action†¦ My rage dulled a bit with the sudden, black humor. I could imagine how the girl would react to my kidnapping her. Of course, I rarely guessed her reactions right – but what other reaction could she have besides terror? I wasn't sure how to manage that, though – kidnapping her. I wouldn't be able to stand being close to her for very long. Perhaps I would just deliver her back to her mother. Even that much would be fraught with danger. For her. And also for me, I realized suddenly. If I were to kill her by accident†¦ I wasn't certain exactly how much pain that would cause me, but I knew it would be multifaceted and intense. The time passed quickly while I mulled over all the complications ahead of me: the argument waiting for me at home, the conflict with my family, the lengths I might be forced to go to afterward†¦ Well, I couldn't complain that life outside this school was monotonous any more. The girl had changed that much. Emmett and I walked silently to the car when the bell rang. He was worrying about me, and worrying about Rosalie. He knew whose side he would have to choose in a quarrel, and it bothered him. The others were waiting for us in the car, also silent. We were a very quiet group. Only I could hear the shouting. Idiot! Lunatic! Moron! Jackass! Selfish, irresponsible fool! Rosalie kept up a constant stream of insults at the top of her mental lungs. It made it hard to hear the others, but I ignored her as best I could. Emmett was right about Jasper. He was sure of his course. Alice was troubled, worrying about Jasper, flipping through images of the future. No matter which direction Jasper came at the girl, Alice always saw me there, blocking him. Interesting†¦neither Rosalie nor Emmett was with him in these visions. So Jasper planned to work alone. That would even things up. Jasper was the best, certainly the most experienced fighter among us. My one advantage lay in that I could hear his moves before he made them. I had never fought more than playfully with Emmett or Jasper – just horsing around. I felt sick at the thought of really trying to hurt Jasper†¦ No, not that. Just to block him. That was all. I concentrated on Alice, memorizing Jasper's different avenues of attack. As I did that, her visions shifted, moving further and further away from the Swan's house. I was cutting him off earlier†¦ Stop that, Edward! It can't happen this way. I won't let it. I didn't answer her, I just kept watching. She began searching farther ahead, into the misty, unsure realm of distant possibilities. Everything was shadowy and vague. The entire way home, the charged silence did not lift. I parked in the big garage off the house; Carlisle's Mercedes was there, next to Emmett's big jeep, Rose's M3 and my Vanquish. I was glad Carlisle was already home – this silence would end explosively, and I wanted him there when that happened. We went straight to the dining room. The room was, of course, never used for its intended purpose. But it was furnished with a long oval mahogany table surrounded by chairs – we were scrupulous about having all the correct props in place. Carlisle liked to use it as a conference room. In a group with such strong and disparate personalities, sometimes it was necessary to discuss things in a calm, seated manner. I had a feeling that the setting was not going to help much today. Carlisle sat in his usual seat at the eastern head of the room. Esme was beside him – they held hands on top of the table. Esme's eyes were on me, their golden depths full of concern. Stay. It was her only thought. I wished I could smile at the woman who was truly a mother to me, but I had no reassurances for her now. I sat on Carlisle's other side. Esme reached around him to put her free hand on my shoulder. She had no idea of what was about to start; she was just worrying about me. Carlisle had a better sense of what was coming. His lips were pressed tightly together and his forehead was creased. The expression looked too old for his young face. As everyone else sat, I could see the lines being drawn. Rosalie sat directly across from Carlisle, on the other end of the long table. She glared at me, never looking away. Emmett sat beside her, his face and thoughts both wry. Jasper hesitated, and then went to stand against the wall behind Rosalie. He was decided, regardless of the outcome of this discussion. My teeth locked together. Alice was the last to come in, and her eyes were focused on something far away – the future, still too indistinct for her to make use of it. Without seeming to think about it, she sat next to Esme. She rubbed her forehead as if she had a headache. Jasper twitched uneasily and considered joining her, but he kept his place. I took a deep breath. I had started this – I should speak first. â€Å"I'm sorry,† I said, looking first at Rose, then Jasper and then Emmett. â€Å"I didn't mean to put any of you at risk. It was thoughtless, and I take full responsibility for my hasty action.† Rosalie glared at me balefully. â€Å"What do you mean, take full responsibility'? Are you going to fix it?† â€Å"Not the way you mean,† I said, working to keep my voice even and quiet. â€Å"I'm willing to leave now, if that makes things better.† If I believe that the girl will be safe, if I believe that none of you will touch her, I amended in my head. â€Å"No,† Esme murmured. â€Å"No, Edward.† I patted her hand. â€Å"It's just a few years.† â€Å"Esme's right, though,† Emmett said. â€Å"You can't go anywhere now. That would be the opposite of helpful. We have to know what people are thinking, now more than ever.† â€Å"Alice will catch anything major,† I disagreed. Carlisle shook his head. â€Å"I think Emmett is right, Edward. The girl will be more likely to talk if you disappear. It's all of us leave, or none of us.† â€Å"She won't say anything,† I insisted quickly. Rose was building up to the explosion, and I wanted this fact out there first. â€Å"You don't know her mind,† Carlisle reminded me. â€Å"I know this much. Alice, back me up.† Alice stared up at me wearily. â€Å"I can't see what will happen if we just ignore this.† She glanced at Rose and Jasper. No, she couldn't see that future – not when Rosalie and Jasper were so decided against ignoring the incident. Rosalie's palm smacked down on the table with a loud bang. â€Å"We can't allow the human a chance to say anything. Carlisle, you must see that. Even if we decided to all disappear, it's not safe to leave stories behind us. We live so differently from the rest of our kind – you know there are those who would love an excuse to point fingers. We have to be more careful than anyone else!† â€Å"We've left rumors behind us before,† I reminded her. â€Å"Just rumors and suspicions, Edward. Not eyewitnesses and evidence!† â€Å"Evidence!† I scoffed. But Jasper was nodding, his eyes hard. â€Å"Rose – † Carlisle began. â€Å"Let me finish, Carlisle. It doesn't have to be any big production. The girl hit her head today. So maybe that injury turns out to be more serious that it looked.† Rosalie shrugged. â€Å"Every mortal goes to sleep with the chance of never waking up. The others would expect us to clean up after ourselves. Technically, that would make it Edward's job, but this is obviously beyond him. You know I'm capable of control. I would leave no evidence behind me.† â€Å"Yes, Rosalie, we all know how proficient an assassin you are,† I snarled. She hissed at me, furious. â€Å"Edward, please,† Carlisle said. Then he turned to Rosalie. â€Å"Rosalie, I looked the other way in Rochester because I felt that you were owed your justice. The men you killed had wronged you monstrously. This is not the same situation. The Swan girl is an innocent.† â€Å"It's not personal, Carlisle,† Rosalie said through her teeth. â€Å"It's to protect us all.† There was a brief moment of silence while Carlisle thought through his answer. When he nodded, Rosalie's eyes lit up. She should have known better. Even if I hadn't been able to read his thoughts, I could have anticipated his next words. Carlisle never compromised. â€Å"I know you mean well, Rosalie, but†¦I'd like very much for our family to be worth protecting. The occasional†¦accident or lapse in control is a regrettable part of who we are.† It was very like him to include himself in the plural, though he had never had such a lapse himself. â€Å"To murder a blameless child in cold blood is another thing entirely. I believe the risk she presents, whether she speaks her suspicions or not, is nothing to the greater risk. If we make exceptions to protect ourselves, we risk something much more important. We risk losing the essence of who we are.† I controlled my expression very carefully. It wouldn't do at all to grin. Or to applaud, as I wished I could. Rosalie scowled. â€Å"It's just being responsible.† â€Å"It's being callous,† Carlisle corrected gently. â€Å"Every life is precious.† Rosalie sighed heavily and her lower lip pouted out. Emmett patted her shoulder. â€Å"It'll be fine, Rose,† he encouraged in a low voice. â€Å"The question,† Carlisle continued, â€Å"is whether we should move on?† â€Å"No,† Rosalie moaned. â€Å"We just got settled. I don't want to start on my sophomore year in high school again!† â€Å"You could keep your present age, of course,† Carlisle said. â€Å"And have to move again that much sooner?† she countered. Carlisle shrugged. â€Å"I like it here! There's so little sun, we get to be almost normal.† â€Å"Well, we certainly don't have to decide now. We can wait and see if it becomes necessary. Edward seems certain of the Swan girl's silence.† Rosalie snorted. But I was no longer worried about Rose. I could see that she would go along with Carlisle's decision, not matter how infuriated she was with me. Their conversation had moved on to unimportant details. Jasper remained unmoved. I understood why. Before he and Alice had met, he'd lived in a combat zone, a relentless theater of war. He knew the consequences of flouting the rules – he'd seen the grisly aftermath with his own eyes. It said much that he had not tried to calm Rosalie down with his extra faculties, nor did he now try to rile her up. He was holding himself aloof from this discussion – above it. â€Å"Jasper,† I said. He met my gaze, his face expressionless. â€Å"She won't pay for my mistake. I won't allow that.† â€Å"She benefits from it, then? She should have died today, Edward. I would only set that right.† I repeated myself, emphasizing each word. â€Å"I will not allow it.† His eyebrows shot up. He wasn't expecting this – he hadn't imagined that I would act to stop him. He shook his head once. â€Å"I won't let Alice live in danger, even a slight danger. You don't feel about anyone the way I feel about her, Edward, and you haven't lived through what I've lived through, whether you've seen my memories or not. You don't understand.† â€Å"I'm not disputing that, Jasper. But I'm telling you now, I won't allow you to hurt Isabella Swan.† We stared at each other – not glaring, but measuring the opposition. I felt him sample the mood around me, testing my determination. â€Å"Jazz,† Alice said, interrupting us. He held my gaze for a moment more, and then looked at her. â€Å"Don't bother telling me you can protect yourself, Alice. I already know that. I've still got to – † â€Å"That's not what I'm going say,† Alice interrupted. â€Å"I was going to ask you for a favor.† I saw what was on her mind, and my mouth fell open with an audible gasp. I stared at her, shocked, only vaguely aware that everyone besides Alice and Jasper was now eyeing me warily. â€Å"I know you love me. Thanks. But I would really appreciate it if you didn't try to kill Bella. First of all, Edward's serious and I don't want you two fighting. Secondly, she's my friend. At least, she's going to be.† It was clear as glass in her head: Alice, smiling, with her icy white arm around the girl's warm, fragile shoulders. And Bella was smiling, too, her arm around Alice's waist. The vision was rock solid; only the timing of it was unsure. â€Å"But†¦Alice†¦Ã¢â‚¬  Jasper gasped. I couldn't manage to turn my head to see his expression. I couldn't tear myself away from the image in Alice's head in order to hear his. â€Å"I'm going to love her someday, Jazz. I'll be very put out with you if you don't let her be.† I was still locked into Alice's thoughts. I saw the future shimmer as Jasper's resolve floundered in the face of her unexpected request. â€Å"Ah,† she sighed – his indecision had cleared a new future. â€Å"See? Bella's not going to say anything. There's nothing to worry about.† The way she said the girl's name†¦like they were already close confidants†¦ â€Å"Alice,† I choked. â€Å"What†¦does this†¦?† â€Å"I told you there was a change coming. I don't know, Edward.† But she locked her jaw, and I could see that there was more. She was trying not to think about it; she was focusing very hard on Jasper suddenly, though he was too stunned to have progressed much in his decision making. She did this sometimes when she was trying to keep something from me. â€Å"What, Alice? What are you hiding?† I heard Emmett grumble. He always got frustrated when Alice and I had these kinds of conversations. She shook her head, trying to not let me in. â€Å"Is it about the girl?† I demanded. â€Å"Is it about Bella?† She had her teeth gritted in concentration, but when I spoke Bella's name, she slipped. Her slip only lasted the tiniest portion of a second, but that was long enough. â€Å"NO!† I shouted. I heard my chair hit the floor, and only then realized I was on my feet. â€Å"Edward!† Carlisle was on his feet, too, his arm on my shoulder. I was barely aware of him. â€Å"It's solidifying,† Alice whispered. â€Å"Every minute you're more decided. There're really only two ways left for her. It's one or the other, Edward.† I could see what she saw†¦but I could not accept it. â€Å"No,† I said again; there was no volume to my denial. My legs felt hollow, and I had to brace myself against the table. â€Å"Will somebody please let the rest of us in on the mystery?† Emmett complained. â€Å"I have to leave,† I whispered to Alice, ignoring him. â€Å"Edward, we've already been over that,† Emmett said loudly. â€Å"That's the best way to start the girl talking. Besides, if you take off, we won't know for sure if she's talking or not. You have to stay and deal with this.† â€Å"I don't see you going anywhere, Edward,† Alice told me. â€Å"I don't know if you can leave anymore.† Think about it, she added silently. Think about leaving. I saw what she meant. Yes, the idea of never seeing the girl again was†¦painful. But it was also necessary. I couldn't sanction either future I'd apparently condemned her to. I'm not entirely sure of Jasper, Edward, Alice went on. If you leave, if he thinks she's a danger to us†¦ â€Å"I don't hear that,† I contradicted her, still only halfway aware of our audience. Jasper was wavering. He would not do something that would hurt Alice. Not right this moment. Will you risk her life, leave her undefended? â€Å"Why are you doing this to me?† I groaned. My head fell into my hands. I was not Bella's protector. I could not be that. Wasn't Alice's divided future enough proof of that? I love her, too. Or I will. It's not the same, but I want her around for that. â€Å"Love her, too?† I whispered, incredulous. She sighed. You are so blind, Edward. Can't you see where you're headed? Can't you see where you already are? It's more inevitable than the sun rising in the east. See what I see†¦ I shook my head, horrified. â€Å"No.† I tried to shut out the visions she revealed to me. â€Å"I don't have to follow that course. I'll leave. I will change the future.† â€Å"You can try,† she said, her voice skeptical. â€Å"Oh, come on!† Emmett bellowed. â€Å"Pay attention,† Rose hissed at him. â€Å"Alice sees him falling for a human! How classically Edward!† She made a gagging sound. I scarcely heard her. â€Å"What?† Emmett said, startled. Then his booming laugh echoed through the room. â€Å"Is that what's been going on?† He laughed again. â€Å"Tough break, Edward.† I felt his hand on my shoulder, and I shook it off absently. I couldn't pay attention to him. â€Å"Fall for a human?† Esme repeated in a stunned voice. â€Å"For the girl he saved today? Fall in love with her?† â€Å"What do you see, Alice? Exactly,† Jasper demanded. She turned toward him; I continued to stare numbly at the side of her face. â€Å"It all depends on whether he is strong enough or not. Either he'll kill her himself† – she turned to meet my gaze again, glaring – â€Å"which would really irritate me, Edward, not to mention what it would do to you – † she faced Jasper again, â€Å"or she'll be one of us someday.† Someone gasped; I didn't look to see who. â€Å"That's not going to happen!† I was shouting again. â€Å"Either one!† Alice didn't seem to hear me. â€Å"It all depends,† she repeated. â€Å"He may be just strong enough not to kill her – but it will be close. It will take an amazing amount of control,† she mused. â€Å"More even than Carlisle has. He may be just strong enough†¦ The only thing he's not strong enough to do is stay away from her. That's a lost cause.† I couldn't find my voice. No one else seemed to be able to either. The room was still. I stared at Alice, and everyone else stared at me. I could see my own horrified expression from five different viewpoints. After a long moment, Carlisle sighed. â€Å"Well, this†¦complicates things.† â€Å"I'll say,† Emmett agreed. His voice was still close to laughter. Trust Emmett to find the joke in the destruction of my life. â€Å"I suppose the plans remain the same, though,† Carlisle said thoughtfully. â€Å"We'll stay, and watch. Obviously, no one will†¦hurt the girl.† I stiffened. â€Å"No,† Jasper said quietly. â€Å"I can agree to that. If Alice sees only two ways – â€Å" â€Å"No!† My voice was not a shout or a growl or a cry of despair, but some combination of the three. â€Å"No!† I had to leave, to be away from the noise of their thoughts – Rosalie's selfrighteous disgust, Emmett's humor, Carlisle's never ending patience†¦ Worse: Alice's confidence. Jasper's confidence in that confidence. Worst of all: Esme's†¦joy. I stalked out of the room. Esme touched my arm as I passed, but I didn't acknowledge the gesture. I was running before I was out of the house. I cleared the river in one bound, and raced into the forest. The rain was back again, falling so heavily that I was drenched in a few moments. I liked the thick sheet of water – it made a wall between me and the rest of the world. It closed me in, let me be alone. I ran due east, over and through the mountains without breaking my straight course, until I could see the lights of Seattle on the other side of the sound. I stopped before I touched the borders of human civilization. Shut in by the rain, all alone, I finally made myself look at what I had done – at the way I had mutilated the future. First, the vision of Alice and the girl with their arms around each other – the trust and friendship was so obvious it shouted from the image. Bella's wide chocolate eyes were not bewildered in this vision, but still full of secrets – in this moment, they seemed to be happy secrets. She did not flinch away from Alice's cold arm. What did it mean? How much did she know? In that still-life moment from the future, what did she think of me? Then the other image, so much the same, yet now colored by horror. Alice and Bella, their arms still wrapped around each other in trusting friendship. But now there was no difference between those arms – both were white, smooth as marble, hard as steel. Bella's wide eyes were no longer chocolate. The irises were a shocking, vivid crimson. The secrets in them were unfathomable – acceptance or desolation? It was impossible to tell. Her face was cold and immortal. I shuddered. I could not suppress the questions, similar, but different: What did it mean – how had this come about? And what did she think of me now? I could answer that last one. If I forced her into this empty half-life through my weakness and selfishness, surely she would hate me. But there was one more horrifying image – worse than any image I'd ever held inside my head. My own eyes, deep crimson with human blood, the eyes of the monster. Bella's broken body in my arms, ashy white, drained, lifeless. It was so concrete, so clear. I couldn't stand to see this. Could not bear it. I tried to banish it from my mind, tried to see something else, anything else. Tried to see again the expression on her living face that had obstructed my view for the last chapter of my existence. All to no avail. Alice's bleak vision filled my head, and I writhed internally with the agony it caused. Meanwhile, the monster in me was overflowing with glee, jubilant at the likelihood of his success. It sickened me. This could not be allowed. There had to be a way to circumvent the future. I would not let Alice's visions direct me. I could choose a different path. There was always a choice. There had to be.

Status of Jewish Women in the Garment Industry essays

Status of Jewish Women in the Garment Industry essays Status of Jewish Women in the Garment Industry Socio-economic, religious and political ideologies both work together to sculpt and guide the experiences which Jewish women have had in Canadian society. In order to fully be able to understand the status of Jewish women upon arrival into Canada, one must take a closer look at her experiences within the home and in the workplace. Jewish women were once deprived of many rights and have worked vigorously to be able to be fully ensconced participants in Canadas politics and society so they can be regarded as contributors of the Jewish community. Upon arrival into Canada, the Jewish woman was seen as subordinate and inferior to man, both in the home and at work; but with great effort the Jewish woman is now seen as the building block of the family and work participation is now a fundamental part of her everyday life. The Jewish Woman and the Nuclear Family Almost every single person is faced with the labor force participation decision; this is basically a choice to participate in labor market activities as opposed to other activities such as household work, education, or retirement. As such, it influences the size and composition of our labor force and it has an impact on household activities, education and retirement programs. The beginning of wage labor attracted many Jewish women and children into the industrial labor force. For hundreds of years the Victorian, Christian, and Jewish ideology of women has characterized them as the fragile, emotional, dependant inferior class whose place was in the home (White, 3). Which meant that for years, women that worked outside the home went against the common ideology of women as a whole. Employed women were perceived by middle-class womens organizations, reformers and factory inspectors as a social crisis, creating problems of cleanliness, morality and health for future mothers (White, 3). ...

Talking About Weather in Spanish

Talking About Weather in Spanish Everyone talks about the weather, so if you want to improve your ability to have casual conversations in Spanish, one way is to learn the language of weather. Talking about the weather is straightforward, although some sentence structures are used that arent used inEnglish. In English, it is very common to use it when discussing the weather, as in the sentence it is raining. In Spanish, it isnt necessary to translate the it, and you can talk in Spanish using any of the three methods below. Incidentally, the it in English weather sentences is called a dummy subject, meaning it doesnt have real meaning but it used only to make the sentence grammatically complete. As you use Spanish, you will become familiar with which methods is more common with particular types of weather. In many cases, any of the three methods can be used with little or no change in meaning. Using Weather-Specific Verbs The most direct way of talking about weather in Spanish is to uses one of the many weather verbs: Graniza en las montaà ±as. (Its snowing in the mountains.)Nevà ³ toda la noche. (It snowed all night.)Est lloviendo. (It is raining.)Diluvià ³ con duracià ³n de tres dà ­as. (It poured rain for three days.)Los esquiadores quieren que nieve. (The skiers want it to snow.) Most of weather-specific verbs are defective verbs, meaning that they dont exist in all conjugated forms. In this case, they exist only in the third-person singular. In other words, at least in standard Spanish, there is no verb form meaning something like I rain or I snow. Using Hacer With Weather The first thing you may notice if youre talking about or reading about the weather is that the verb hacer, which in other contexts usually is translated as to do or to make, is frequently used. In many cases, hacer can simply be followed by a weather condition. Hace sol. (Its sunny.)En la Luna no hace viento. (There is no wind on the moon.)Hace mucho calor en Las Vegas. (It is very hot in Las Vegas.)Estaba en medio del bosque y hacà ­a mucho frà ­o. (I was in the middle of the forest and it was very cold.)Hace mal tiempo. (The weather is awful.)Hace buen tiempo. (The weather is good.) Using Haber With Weather It is also possible to use the third-person singular form of haber, such as hay in the indicative present, also known as the existential haber, to talk about weather. These could be translated literally with sentences such as there is sun or there was rain, although youll usually to better to use something more idiomatic. No hay mucho sol. (it isnt very sunny.)Hay vendaval. (It is extremely windy.)Habà ­a truenos fuertes. (It was thundering loudly.)Temo que haya lluvia. (Im afraid it will rain.) Other Grammar Related to Weather When discussing how the weather feels, you can use tener, which usually is translated as to have but in this context is used to indicate how a person feels. Tengo frà ­o. (Im cold.)Tengo calor. (It feels hot.) You are best to avoid saying something like estoy caliente or estoy frà ­o for Im hot or Im cold. These sentences can have sexual overtones, just as can the English sentences Im hot or Im frigid. Most textbooks advise against using sentences such as es frà ­o to say its cold, and some say that such a usage of the verb ser is incorrect. However, such expressions are heard in informal speech in some areas. Weather Vocabulary Once you get beyond the basics, here is a vocabulary list that should cover most situations or help you understand the forecasts youll find in news and social media: altamente: highlyaviso: advisorycalor: hotcentà ­metro: centimeterchaparrà ³n: downpourchubasco: squall, downpourciclà ³n: cyclonedespejado: cloudlessdiluviar: to pour, to flooddisperso: scatteredeste: eastfresco: coolfrà ­o: coldgranizada: hailstormgranizo: hail, sleethumedad: humidityhuracn: hurricaneà ­ndice ultravioleta: ultraviolet indexkilà ³metro: kilometerleve: lightlluvia: rainluz solar, sol: sunshinemapa: mapmayormente: mostlymetro: metermilla: milemà ­nimo: minimumnevar: to snownieve: snownorte: northnublado: cloudynubosidad: cloud cover, cloudinessoccidente: westoeste: westoriente: eastparcialmente: partlypie: footponiente: westposibilidad: possibilityprecipitacià ³n: precipitationpresià ³n: air pressurepronà ³stico: forecastpulgada: inchrelmpago: lightningrocà ­o: dewsatà ©lite: satellitesur: southtemperatura: temperaturetiempo: weather, timetronar: to thundertrueno: thundervendaval: strong wind, windstormventisca: snowstormviento: windvientos helados: wind c hillvisibilidad: visibility Key Takeaways Spanish has three common ways of talking about weather: using verbs that refer to weather, using hacer followed by a weather term, and using the existential haber followed by a weather term.When translating to Spanish, the it in sentences such as it is raining is not translated directly.

Cmo se acredita la ciudadana americana

Cmo se acredita la ciudadana americana La ciudadanà ­a americana da importantà ­simos derechos. Pero para disfrutralos hay que acreditar que se es estadounidense. Estos son los documentos que puedes utilizar. Formas Principales de Acreditar la Ciudadanà ­a Americana Son vlidos cualquiera de los siguientes documentos: Pasaporte americano, que no puede estar daà ±ado ni manipulado.El  certificado o acta de nacimiento, si has nacido en Estados Unidos.  Tiene que ser emitido por el estado, el condado o el municipio donde se haya producido. En ese enlace se explica cà ³mo obtener una copia.El Reporte Consular de Nacimiento en el Exterior, (documento conocido como FS-240), si has nacido en otro paà ­s o en una base militar de los EEUU y adquiriste la nacionalidad por tu padre o por tu madre. Para tener este reporte tu progenitor americano tiene que haber registrado el nacimiento y la ciudadanà ­a en el consulado o embajada ms cercano. (Dependiendo del aà ±o en que has nacido puede que tengas un Certificate of Report of Birth (documento DS-1350), que ahora ya no se emiten, pero si lo tienes es totalmente vlido).El Certificado de naturalizacià ³n, para las personas que nacieron en otro paà ­s y que emigraron a Estados Unidos y tras ser residentes solicitaron adquirir la nacionalidad estadounid ense.El Certificado de ciudadanà ­a en los siguientes 3 casos que se explican a continuacià ³n: En primer lugar, si has nacido en el extranjero y tu padre o tu madre cumplen con las condiciones para transferirte la nacionalidad americana por derecho de sangre y no inscribieron tu nacimiento en la oficina consular. En segundo lugar si has nacido en el extranjero y tu padre o tu madre biolà ³gico (no vale casos de hijastros) se convierte en ciudadano por naturalizacià ³n. Adems tienen que cumplirse otros requisitos para esta ciudadanà ­a automtica: antes de cumplir los 18 aà ±os de edad has entrado a Estados Unidos como residente permanente legal y vives con tu padre o madre que se ha hecho ciudadano En tercer lugar, si has entrado en EEUU como un IR-3 en los casos de adopcià ³n por un ciudadano americano. Formas Indirectas de Demostrar que se es Estadounidense En ocasiones muy extraordinarias podrà ­a darse el caso de que una persona es ciudadana americana pero no tiene forma de obtener ninguno de los documentos mencionados anteriormente. En estos supuestos- muy raros- se podrà ­a demostrar de forma indirecta. Caben dos posibilidades: Si se has nacido en el extranjero y eres ciudadano por derecho de sangre segà ºn la ley que aplicaba en el momento en que naciste pero no tienes ni Certificate of Report of Birth ni Consular Report of Birth Abroad se probar la ciudadanà ­a presentando: el acta de nacimiento traducido al inglà ©sevidencia de la nacionalidad estadounidense de ambos padres o de uno de elloscertificado de matrimonio de los progenitores (si lo hubiera)declaracià ³n jurada del padre o la madre americano detallando los lugares en los que ha vivido Si se ha nacido en los Estados Unidos y no aparece tu acta de nacimiento hay tres opciones para probar dicho nacimiento en USA  el formulario DS-10, declaracià ³n jurada de nacimiento. Sirve para obtener el pasaporte. Debe ir acompaà ±ado de una nota oficial de que no existe acta de nacimiento aceptable. Carta de falta de rà ©cord. Deber ir acompaà ±ada por los denominados Informes Pà ºblicos Tempranos (Early Public Records). Entre esos se encuentran los certificados de bautismo o de nacimiento en un hospital, rà ©cords de escuela infantil, del censo o en la Biblia familiar. Incluso se admite en esta categorà ­a informes de atencià ³n mà ©dica justo despuà ©s del nacimiento.  Certificado de nacimiento retrasado siempre y cuando se haya realizado dentro de un aà ±o despuà ©s a dicho nacimiento. Si esta matriculacià ³n se realizà ³ ms tarde es necesario una declaracià ³n jurada de los padres o de las personas que atendieron el parto y tambià ©n presentar ejemplos de Informes Pà ºblicos Tempranos. No Sirven de Prueba de la Ciudadanà ­a No se admiten para acreditar el estatus de estadounidense ninguno de los siguientes documentos: La tarjeta del Nà ºmero del Seguro Social  La tarjeta de votante  La tarjeta de licenciarse del Ejà ©rcito americanoLa licencia de manejar Tips En ningà ºn caso los Informes Pà ºblicos Tempranos sirven, por sà ­ solos, para demostrar que una persona es estadounidense. Debern acompaà ±arse por documentacià ³n adicional ya mencionada. El pasaporte, el certificado de naturalizacià ³n, el de ciudadanà ­a, el Certificate of Report of Birth, el Consular Report of Birth Abroad y el acta de nacimiento en Estados Unidos valen todos como documentos para probar tanto la identidad como la ciudadanà ­a americana. Pero el pasaporte es sin duda el documento ms fcilmente reconocido por todos. Adems tiene otra ventaja: permite viajar al exterior y regresar a los Estados Unidos de Amà ©rica. Curiosidad Los latinos somos la minorà ­a ms grande en Estados Unidos. Prueba de ello es que dos apellidos hispanos estn entre los 10 ms comunes y 19 entre los top 100.

Tree Diagram responses wk 1 dq 1 Coursework Example | Topics and Well Written Essays - 500 words

Tree Diagram responses wk 1 dq 1 - Coursework Example In this case, outcomes at each trial are mutually exclusive and their union is the universal set (Sharma, 2007). While Brenda is right in identifying the tree diagram as an aid to visualizing outcomes, her definition is not comprehensive. Direct calculation of probabilities is more efficient in simple outcomes such as single trials. The tree diagram is more applicable in visualizing outcomes of multiple trials. She also does not explicitly identify the fact that tree a diagram is suitable for independent trials. An example, similar to Brenda’s would involve independent and successive selection of a ball from a set of four white balls followed by another selection from a set of three blue ones. While she exhibits the first principles of probability such as determination of the probability space and additive and multiplicative rules, Brenda lacks sufficient mathematical terms for communicating her rich knowledge (Sharma, 2007). Tami is explorative of the scope of a tree diagram and its role in identification of a sample space. Her example of possible application of a tree diagram is also adequate. This is because it identified selection of two items from two mutually exclusive sets. A good example that corresponds to Tami’s is a successive selection of a book from a set of five books, each with a different color, followed by selection of a pen from a set of three differently colored pens. Her answer also demonstrates an understanding in determination of sample space from trials. Though her response is commendable, she fails to expressly identify the independence property of trials that is a necessity for application of a tree diagram (Sharma, 2007). Yvette’s answer that a tree diagram is a way of listing possibilities of a sequence is not very accurate. This is because of two reasons. First, a sequence may have a single outcome at each trial and may not fit

History research paper Example | Topics and Well Written Essays - 2000 words

History - Research Paper Example Evidently, the Iroquois Confederacy has elicited much interest from an archaeological perspective. This has largely been due to the comparative analysis of the various artefacts from the different villages that offer insight into the social and political influence on the human material culture over the course of time. Prior to the establishment of the Confederacy, all of the founding nations were bitter nations who fought each other. To this end, the historical literature of the Iroquois reveals that leaders know as Dekanawidah also known as the Peacemaker came to the nations preaching peace and unity(Fenton, 112). In this regard, the Dekanawidah was assisted by the Hiawatha in persuading the entire five nation to embrace the ‘Great Law of Peace.’ Consequently, a government known as the Iroquois Confederacy was established. The government promoted peace, respect and cooperation in work among all the nations. Evidently, the Confederacy had been in existence even before th e European exploration began in North America. Moreover, the Tuscarora nation migrated from the Southern homeland to join the Iroquois Confederacy in 1702due to European settlement. ... To this end, the members of a clan tracked their ancestors and family members through their mothers. In this regard, there was a common female ancestor within each clan set up consistent with a group of families. Moreover, a man moved into the female’s longhouse once they were married. The longhouses were housing shelters for members of the same clan(Fenton, 114). Children conceived by both parents were henceforth members of the mother’s clan. In this regard, all the members of the same clan regarded each other as family and therefore did not intermarry. The longhouses played a pertinent role in the governance of the Iroquois Confederacy. To this end, apart from housing clan members, the longhouses acted as meeting venues. In this regard, the women and men assembled in different groups to discuss pertinent events, issues as well as offering advice to the leaders. There were different roles associated with all the members of the Iroquois Confederacy. Foremost, the childr en often listened in to the various discussions undertaken in the longhouses. In this regard, the art of listening enabled them to learn about the issues affecting them as well as the skills involved in decision making. Women and men held positions of importance in the Iroquois Confederacy and the children were groomed into these roles once they grew up. The issues affecting women were articulated through two major avenues. These were the Clan mothers and the women councils. The most respectable and oldest women within the clans were known as the Clan Members. The position was hereditary and passed down across generations. Their roles pertained to maintenance of balance and harmony within the nations and clans.

When Starbucks was launched who was the target market, how was Case Study

When Starbucks was launched who was the target market, how was Starbucks positioned and what decisions about product, price, distribution, service and promotion supported this positioning - Case Study Example With his sound business strategies, the company has achieved market leadership in the specialty coffee industry. This paper enumerates the different marketing strategies utilized by Starbucks in order to achieve the position that it has held today. It evaluates the different marketing mixes that contributed to the success of the company. The paper focuses on the product & services positioning strategies, pricing strategy, distribution channels and promotion strategies. In order for a business to grow and achieve market leadership, it must create a strong market orientation. The company must seek to understand the customer needs and develop its marketing strategies in response to those needs. The strategies should aim at attracting, satisfying and retaining target customers. (Best, 1997) When Starbucks initially started, their product portfolio includes dark-roast, whole bean coffee and manual coffee pots and equipments. The company is in the retail business of offering their products to customers who like to brew at home. Their target market is the people from Seattle who are educated on fine coffees. These are type of people who love quality brewed coffees. When Schultz joined Starbucks, he envisioned the company as becoming the Third Place. The Third Place is considered as the place between home and work. The company was now engaged in serving coffee to customers similar to Italian espresso bars. It is in this stage of the company’s life cycle that their target customer also includes people who are educated with college degrees and high annual income. The market segment responded positively to the Starbuck’s marketing strategy such that the company grew rapidly. Schultz and his management team strategically positioned Starbucks as a strong brand that not only spells quality coffee beverages but also a unique experience in which the customer longs for and

To what extent is Green & Blacks importants to mayan community in Essay

To what extent is Green & Blacks importants to mayan community in Belize - Essay Example While Guatemala has decimated the forests and destroyed the wildlifes habitat with chemicals, Toledo has taken an organic approach. Coming back from the edge of destruction just 12 years ago, Toledo has profited by implementing environmentally and socially responsible programs that have been able to sustain and return a steady growth rate along with numerous social benefits. The Mayans in Toledo market a product that is produced by a set of strict internationally accepted guidelines under the brand name Maya Gold, marketed by Green & Blacks Organic. Justino Peck, chairman of the Toledo Cacao Growers Association (TCGA) says, "[†¦] we have all the birds and animals with us for our grandchildren to see" (as cited in Purvis, 2006). In 1993 the head of Whole Earth, Craig Sams, came to an agreement with the TCGA to grow and market organic cacao. Sams fledgling company had only recently been expelled from Togo West Africa due to political instability. Belize was open to fresh ideas after the United States Aid for International Development had abandoned the area after years of farming based on massive chemical applications. These years had left the land barren and the farmers destitute. Sams proposed organic methods and guaranteed a minimum price for the cacao, no chemical applications, and an operation that was based on Fairtrade principles. He guaranteed to purchase all of the organic cacao the TCGA could produce to be marketed under the Green and Black label. An alliance with the principles of Fairtrade, and an economy that was receptive to fresh ideas, paved the way for the future success of the TCGA, One of the basic components that would be necessary for the long term viability of Green and Blacks new product, Maya Gold, would be the accurate prediction of an increase in demand. Sams had agreed to guarantee twice the market price in anticipation of growing demand. A 1994 survey reported that 63% of the people in the United Kingdom would be willing to pay more

The Major Attributes of the Fisher & Paykel Brands Essay

The Major Attributes of the Fisher & Paykel Brands - Essay Example According to the paper Fisher & Paykel have been successful in building their brand through the Customer Based Brand Equity (CBBE) model of consistently delivering on high quality. Their cutting edge design won them a household name. This model identifies four steps which denotes questions asked by the customers as diagrammatically illustrated below. This paper highlights that the second stage is mainly concerned with establishing brand meaning. Customers may not be at liberty to buy something they do not understand hence the need to link brand with certain properties. The third question is about brand response where responses to identification and meaning are sought. The fourth question is about relationship where brand loyalty is created. The DCS developed its brand equity through building strong associations between a brand name and a category or set of benefits based on the CBBE model. On the other hand, ELBA developed through a consistent imagery through the use of the same model by Fisher and Paykel. This model is very important because it seeks to identify the stages involved in the creation of brand loyalty from grassroots level. The benefits and advantages of using social communications or public relations (PR) as part of Fisher & Paykel’s integrated marketing communications strategy for rejuvenating the brand inc lude the following.

Rich and Poor by Peter Singer Essay Example | Topics and Well Written Essays - 1000 words

Rich and Poor by Peter Singer - Essay Example It is therefore there could not be any possibility of comparing the level of deprivations between the two culturally and economically pole-apart zones of the globe. The rich nations, according to the author, spend millions of dollars in feeding their pets, while they are unable to realize the bitter fact that by doing so, they are adding their share in respect of depriving the millions of humans of adequate food and proper nutrition. Although, the animals should not be deprived of the food, yet humans must be considered at first stance in order to make the world healthy, productive and beneficial one for the collective benevolence and progress of humanity at large. The affluent do not acknowledge the sufferings of the extremely poor and downtrodden nations, which neither do have any access to purchase seeds and fertilizers for their fields nor can they grow grains and other crops properly to feed their people subsequently. As a result, hunger, diseases, crimes, and deprivations domin ate these meager and underprivileged regions of the globe, and a large number of people leads their lives amidst the drab, dull and dismal dance of illness, hunger, scarcity, illiteracy and high mortality. The author looks to be capturing the attention of the affluent nations by awakening them from their deep sleep of negligence and indifference from their duties and obligations towards their fellow humans. The affluent are, according to Singer, so much absorbed in their everyday chores and personal and professional activities that they pay almost no heed to the miseries of others, which is equivalent to a grave abandonment in the light of moral values and ethical law. Although, the statutes of law do not impose any bar or restriction on the negligence, witnessed by the affluent, yet the principles of morality and justice certainly regard such an act as perversion and offense on the part of the rich and well-to-do towards the downtrodden strata in general. It is partly due to the ve ry reality that the rich do not have to sacrifice anything for supporting or feeding the deprived ones; on the contrary, they just have to consume few dollars from the extra amount of their income for the financial and social uplift of the poor. Hence, spending something, from their surplus wealth, Singer asserts, for the cause of humanity, as well as to combat with the awkward clutches of poverty, serves as an essential moral obligation of the wealthy and prosperous individuals, communities and nations of the world. The author stresses upon the eradication of the misconception that little contribution for the cause of helping the starving would not be the effective one to challenge the ugly and enormous face of poverty, as tiny drops of help and support to the deprived strata, would become a huge ocean of help for defeating the large-scale starvation, hunger and diseases with an iron hand. Though such contributions would not offer a high-quality life to the poor, yet they would cer tainly be beneficial in pulling them out from the whirlpool of hunger by fulfilling their basic needs.

The Major Attributes of the Fisher & Paykel Brands Essay

The Major Attributes of the Fisher & Paykel Brands - Essay Example According to the paper Fisher & Paykel have been successful in building their brand through the Customer Based Brand Equity (CBBE) model of consistently delivering on high quality. Their cutting edge design won them a household name. This model identifies four steps which denotes questions asked by the customers as diagrammatically illustrated below. This paper highlights that the second stage is mainly concerned with establishing brand meaning. Customers may not be at liberty to buy something they do not understand hence the need to link brand with certain properties. The third question is about brand response where responses to identification and meaning are sought. The fourth question is about relationship where brand loyalty is created. The DCS developed its brand equity through building strong associations between a brand name and a category or set of benefits based on the CBBE model. On the other hand, ELBA developed through a consistent imagery through the use of the same model by Fisher and Paykel. This model is very important because it seeks to identify the stages involved in the creation of brand loyalty from grassroots level. The benefits and advantages of using social communications or public relations (PR) as part of Fisher & Paykel’s integrated marketing communications strategy for rejuvenating the brand inc lude the following.

Research Paper - Real Estate Example | Topics and Well Written Essays - 250 words

- Real Estate - Research Paper Example The type of information to be considered includes location, medium of transport, etc. Sources of risks include radon emissions, surface water, soil, and air. The perception of risk is affected by five critical cycles. The health risk cycle involves publication of the initial study which links specific environmental contaminants with a given health effect. The remediation cycle involves seeking information on how to remediate or reduce the risk. Thirdly, public relations cycle involves publishing the risk effects in popular press. The regulatory stage involves lawmakers and regulators responding to public concerns about the environmental risks. Lastly, the lending cycle ends with the lending community reacting to the environmental risk. Environmental assessment has also been enhanced since 1986. Lenders can gather information about environmental conditions that may affect mortgage loan security. Inclusion of property in federal superfund regulations impacts on the value of property. S ignificant market stigma may be caused by such regulations. Contamination such as contaminated aquifer may affect current use by limiting the best and highest use of the property. Contamination also affects the surrounding uses e.g. property close to a landfill may be affected by landfill risk. In the real world, environmental conservationists and governments use the information to locate potential environmental hazards such as landfills near properties of low value. The responsible regulators and government institutions also use the impacts to create an enabling environment where the best and highest current uses of land can be achieved by minimizing

Tess, Gatsby and Rapture Essay Example for Free

Tess, Gatsby and Rapture Essay ‘For it was not into my ear you whispered, but into my heart. It was not my lips you kissed, but my soul.’ The assertion made here, being that true love does not involve physical actions but strong emotional bonds, is evident in both the novels, Tess of the D’Urbervilles as well as The Great Gatsby and in the poetry collection ‘Rapture’ as we see all three protagonists experience a volume of intense feelings towards the object of their affections; from the passionate love that they feel for their other half to sheer desperation of their others approval. However there are many physical obstacles that stand in their way, such as Alec and Tom who touch Tess and Daisy physically and materially but not emotionally. In Rapture, the lovers become separated due to the unconventional nature of their relationship, this arguably intensifies the love felt by the poet as many say, ‘Distance makes the heart grow fonder’.It is obvious to us as the reader that Tess is willing to obtain true love at all costs; even though that may mean death, this shows how very deeply Angel has touched Tess emotionally and not just physically. It shows her obsession with Angel and her dismay at Alecs persistent love interest in her; ‘I don’t see how I can help being the cause of much misery to you all your life. The river is down there. I can put an end to myself in it. I am not afraid†¦I will leave something to show that I did it myself – on account of my shame. They will not blame you then.’ Here Tess takes all the blame for Angel’s decision to end their relationship and offers to kill herself in order to save Angel the embarrassment of having to explain why his marriage failed. Tess takes the heavy burden and almost exaggerates it ‘being the cause of much misery to you all your life’ seems to be a bold statement of guilt yet it was not just her who wasn’t a virgin when Angel and Tess’s relationship commenced. The use of simple sentences in this extract gives Tess’s decision a sense of finality and determination; she will do anything to see that Ang el is happy. The use of such negative language sparks a sympathetic despair in the reader as Tess seems so set on ending her life: ‘misery’ ‘end’ ‘not’ ‘shame’ and ‘blame’ all have connotations of conclusiveness, as if nothing will change Tess’s mind because she is convinced that she must take the suffering in order to appease Angel. Her final though ‘They will not blame you’ not only evokes a sense of  definiteness but is perhaps a comment on the social conventions that the Victorian reader would be accustomed too; should one have an affair or it be discovered that a gentleman’s wife was not virginal before their marriage then the primary concern for the man was to avoid scandal as it could destroy his reputation. No matter how in the love the couple may have been, it was not easy to forgive ones wife is such a discovery was made as it was a social embarrassment and ultimately a social inconvenience. Here Tess demonstrates her knowledge of Angel’s concern as she attempts to solve this problem by suggesting that she drown herself. A modern reader would not be quite so concerned with the idea of people finding out that one was not virginal before marriage as one critic comments: her soul remains unstained regardless of what happens to her body. This comment on how Tess remains pure even though her body is violated, is a particularly modern view, society no longer frowns upon a girl if she is not chaste till marriage as they did in the Victorian era. This is why the statement ‘They will not blame you’ has such an impact on both the readers’ acceptance of the novels social context and the readers realisation that Angel has touched Tess’s heart and soul and not just her ears and lips.Similarly in the poem ‘If I Was Dead’ from Duffy’s collection ‘Rapture’ the main theme of the poem is around the idea that the love recei ved from the poets lover is strong and powerful enough to raise her body along with her own love from the dead: ‘I swear your lovewould raise me out of my grave,in my flesh and blood,like Lazarus;hungry for this,and this, and this,your living kiss.’ Duffys use of the images of death, especially the Biblical reference to the man who was awoken from the dead, in contrast to the vagarious kiss of life show the physical distance of the lovers yet it emphasis the strength of the bond of true love between them, even in death. In a similar way to the way Hardy uses Tess’s family tomb in ‘The Woman Pays’, to heighten the sense of a bleak future for Angel and Tess, Duffy uses a ‘grave’ to illustrate not only the powerful, reawakening nature of love, but the foreshadowing of the metaphorical death of their relationship. In this poem, the graphic images of ‘flesh and blood’ being restored to arise from a grave create a gothic image of the supremacy of love. Instead of using a noun such as ‘skin’ Duffy chooses the word ‘flesh’  to show the rawness of the emotions associated with death and she almost begins to compare these with the emotions indicative of love as she w rites that the speaker is ‘hungry’ for the lovers ‘living kiss’. The adjective ‘living’ provokes one to think of the kiss of life. The lover breathes life and love into the carcass of her other, in order to restore what once was there; this kiss is so heart-rending that it touches not only her lips, but her soul as it rekindles the light of life within her. Contrastingly in Gatsby, the love felt by the protagonist is never truly reciprocated as it is for Tess and Angel and Duffy and her lover, as Daisy ultimately cannot admit that she wishes to be with Gatsby and not her husband Tom. However, the love that Gatsby feels, to him is pure and all engulfing, as it is what has driven him to seek corrupt means of becoming successful as he feels this is what is stopping himself and Daisy being together. Yet Gatsby’s idealised version of Daisy is what forces his love to stand the test of time: ‘He had been full of the idea so long, dreamed it right through to the end, waited with his teeth set, so to speak, at an inconceivable pitch of intensity†¦because of the colossal vitiality of his illusion†¦no amount of fire or freshness can challenge what a man can store up in his ghostly heart.’ The fact that at this point in the novel, when Gatsby and Daisy get their first intimate moments alone together, Hardy choses to describe Daisy as Gatsbys illusion is incredibly poignant.

Sir Karl Poppers Falsifiability Claim Essay -- Sir Karl Popper Scienc

Sir Karl Popper's Falsifiability Claim Popper asserts that "it is easy to obtain confirmations, or verifications, for nearly every theory--if we look for confirmations." Kuhn illustrates (page 6), in his discussion of cosmologies, that man needs a structure for his universe. Man needs to explain the physical relation between his personal habitat and nature in order to feel at home. Explaining this relation gives meaning to his actions. Moreover, Kuhn says observation is a double edged sword (page 7). This sword can confirm or conflict with cosmology which can destroy the theory. Kuhn discusses the astronomer (page 7), who because of his own world view (via his specialty) will not verify Milton's image of the Milky Way as being broad and ample or Shakespeare's vision of stars as night candles. Those descriptions don't tell the astronomer how far away the Milky Way, the Sun or Jupiter happen to be. Observations (page 26) are only clues to a mystery. The schema created by the observer can affect the results. "Therefore, observations like those discussed in the preceding sections could be collected and put in systematic form by men whose beliefs about the structure of the universe resembled those of the ancient Egyptians" (page 26). Kuhn discusses the functions of a conceptual scheme (page 36). He indicates that a theory deriving from observations can also transcend them. Kuhn says that since the two sphere universe is based on the human imagination of the obser...

Essay --

The article grants the macroeconomic indicators influences on profitability of firm’s earnings on KSE 100 index (construction and material).the macroeconomic indicators include FDI, INTEREST RATE, EXPORT, and IMPORT. In this study we are taking 19 companies regarding construction and materials listed in KSE 100 index. To check the effect of Profitability on firms earnings through EBIT, ROE, ROA. Fertility in construction and material sector market plays a vital role in the economy of Pakistan, thus profitability is important for responsive construction and materials sector in KSE 100 index. According to a paper done, whose intension to find out the effect of macroeconomic gages on small and medium enterprises effectiveness which indicates that In contemporary years, Lithuania applies considerable interest to SME’S productivity, but investigation associated to the valuation of complicated macro aspects and their impact on the concluding performance of Small and Medium Enterprises is not satisfactory. (Bekeris, 2012) It has been observed that FDI has positive impression on firms out...

Adolescent Sexuality in Teens Essay

Adolescent sexuality and the resulting consequences have always been a concern to many societies across numerous generations. Teenage pregnancy, teenage parenthood and teenage infections with sexually transmitted diseases brings with it unique burdens not only to the adolescent affected, but also the society as a whole. In North America, every year more than 45000 teenagers aged 19 and below become pregnant (Martin, Park, & Sutton, 2002). These rates have dropped compared to their recent peak in 1990, with the decline said to be a result increased use of contraceptives amongst the youth. Nevertheless, these adolescent pregnancy rates range from about 50 percent to 550 percent more than the rates in other European societies (Darroch, Singh, & Frost, 2001). Every year 1 in every four sexually experienced teens (3 million teens) contract sexually transmitted disease and the teen pregnancy result in over two hundred thousand abortions each year. For those who carry their pregnancy to term, Eighty-three percent occur out of wedlock. Even in controlled studies adolescent mothers have been found to have lower education attainment levels. The most disturbing thing, however, is the evidence that the burden of adolescent parenthood accrues the greatest impact to members of the next generation. Problems normally start at birth: Documented evidence have shown that pregnant adolescents risk giving birth weight baby and these children of adolescent mothers are more likely to exhibit poor cognitive functioning and school adjustment than children born to older mothers. In adolescents, researchers have found massive delinquency, failure and risk for early parenthood amongst children of adolescent mothers. Teen Sexuality and Pregnancy Prevention amongst Adolescents                      If sexuality is a lightning rod in the community, then adolescent sexuality reflects that point where the charges are highest and most unstable. There is tension within societies around the meaning of adolescent sexuality either as a marker or moral decay or as a normal, healthy and natural growth process. The culture revolving around adolescent sexuality has relied heavily on sex education as a preventive measure. There are two opposing line of theory that had been developed earlier. One perspective stated that on a simple empirical basis, a sizeable percentage of adolescents become sexually active before reaching 18 years. It further states that educating them about the nature of sexual and its consequences would be one of the most effective means of curbing teenage pregnancies. In this perspective, teenage pregnancy is best prevented by accepting a role for teenage sexual activity as healthy, but certainly requiring direct and open discussions, a ccompanied by moral prescriptions. The other view posits that any educative activity that was based on the assumption that adolescents may become sexually active as teens cannot help but implicitly support such behavior. Thus, â€Å" explicit† sex education that includes teaching in topics such as birth control would lead to an increase in the view of adolescents on sexual activity as a viable option. Even though, explicit sex education programs might not necessarily encourage such behaviors, they were perceived as at least providing a â€Å"nod† suggesting that it is expected. Explicit sex education was see at worst as suggesting that sexual activity is a normative behavior to naà ¯ve teenagers who would have otherwise not considered it. At a minimum, educational programs have been seen as reducing the teenager’s sense that sexual activity is universally seen by adults as inappropriate before marriage or adulthood. In either case, programs like these were seen as likely to increase the levels of teenage sexual activity, with a very likely chance that these increases would lead to higher rates of sexually transmitted infections and pregnancies as well. Prevention Programs that work- Common elements                      There has been one approach to sexual education programs that have been effective. It combines educational material with a notable amount of skills that revolve around assertive and sexual behaviors. For example, skill based prevention measures against HIV have been implemented in Colorado schools and has been shown to lead to contribute to increasing the use of condoms reduce number of multiple sexual partners. Similarly, a successful HIV prevention study in which the education program used included training in social skills was compared to education only approach, and found the latter clearly superior. Research has also shown that combining of information-based programs with other development oriented programs did much better than interventions that focused on information alone in reducing irresponsible sexual behavior and teenage pregnancy rates. Interventions that seek to develop skills in self-efficacy together with the provision of information did much better than programs that provide information alone. Programs that teach about safe sex, while placing a lot of emphasis on responsibility and pride in decision making also seem to do better than programs that only teach safer sex behaviors (Jemmott & Fong, 1998). Finally, programs that narrowly focus on abstinence only are yet to yield any findings. The interpretation of these findings is that emotional and social development components of these prevention programs function as catalysts that help leverage the impact of abstinence or education-based approaches. The idea of preventing adolescent pregnancies, repeat pregnancies, or failures in parenting, by focusing on something else other than sexual behavior may at first seem to be avoidant, foolish or hopelessly indirect. However, on a closer look of research done on adolescent sexual behavior show that this approach may yield much better results than programs that focus solely on sexual behaviors. It has long been recognized that irresponsible sexual activity tends not to happen in isolation, to occur together with higher levels of substance abuse. This approach states that it makes less sense to view a single behavioral problem in isolation; rather, the problem should be seen as part of a unified syndrome that has an underlying risk manifesting itself in many different forms (Bell, 1986). This approach is thought to apply to patterns of delinquent behavior even in adulthood and starts to shed some light into the research findings discussed above. The impact of programmatic interventions on behaviors such as adolescent sexuality, start to be more plausible if we understand teenage sexual behavior as reflecting underlying problems that might lead to the emergence of a host of other problematic behaviors. In short, seeing an adolescent as a â€Å"whole person† may be fundamental in solving the problem. A lot can be learned from this programs and research that address teenage sexual behavior. The first is that adolescent pregnancy prevention is possible byways that may seem to be very indirect routes. A lot of evidence has emerged showing that by assisting teenagers to achieve educational success and be in control of their fertility, we are preventing teenage pregnancy in the coming generation. The most important implication is that currently there are several tools that can be used to prevent negative consequence of teenager’s sexual behavior. It may make little sense to think that giving extensive sex education will lower teenage pregnancy rates; it seems equally not viable that focusing on abstinence without looking at the broader aspects of social development will have an effect. Long-term interventions can help by helping the youth to have a higher sense of connection to the larger community, for example, by increasing their sense of self-efficacy, assertiveness, their impulse control and their hope about the future. Teens who are craving for a sense of connection and intimacy are more likely to engage in sexual behavior for which they are not ready for (Allen, 2002). The use of the nutritional model may be particularly appropriate here as these teenagers may be starving for a place within the social world and a sense of connection to the broader society. In short, when we focus on the development of a teenager as a whole person may precisely target those behaviors and developmental factors that are directly connected to preventing risky sexual behavior and its consequences. These programs are likely to build the capacity of youth and can greatly increase their motivation and skill at avoiding risky sexual behavior (Kirby & Coyle, 1997) even if they may not be addressing sexual behavior directly. By giving the youth opportunity to talk about their feelings, interests and concerns about sexuality, as well as practice negotiation and decision making skills, we will be enabling them to develop their moral framework about sexuality. References Allen, J. P. (2002). Observed Autonomy And Connection With Parents And Peers As Predictors Of Early Adolescent Sexual Adaptation. Paper presented at the Biennial Meetings of the Society for Research in Adolescence, New Orleans, LA. Bell, R. Q. (1986). Age Specific Manifestations in Changing Psychosocial Risk. In D. C. Farran & J. D. McKinney (Eds.), The concept of risk in intellectual and psychosocial development. New York: Academic Press. Darroch, J. E., Singh, S., & Frost, J. J. (2001). Differences in teenage pregnancy rates among five developed countries: the roles of sexual activity and contraceptive use. Family Planning Perspectives, 33(6), 244-250. Jemmott, J. B., III, Jemmott, L. S., & Fong, G. T. (1998). Abstinence and safer sex HIV risk-reduction interventions for African American adolescents. Jama: Journal of the American Medical Association, 279(19), 1529-1536. Kirby, D., & Coyle, K. (1997). School-based programs to reduce sexual risk-taking behavior. Children & Youth Services Review, 19(5-6), 415-436. Martin, J. A., Park, M. M., & Sutton, P. D. (2002). Births: Preliminary Data for 2001. National Vital Statistics Reports, 50, Number 10. Source document

Metaphysical Poetry

Metaphysical poets The metaphysical poets is a term coined by the poet and critic John Dryden to describe a loose group of British lyric poets of the 17th century, whose work was characterized by the inventive use of conceits, and by speculation about topics such as love or religion. These poets were not formally affiliated; most of them did not even know or read each other.Their style was characterized by wit and metaphysical conceits—far-fetched or unusual similes or metaphors, such as in Andrew Marvell’s comparison of the soul with a drop of dew; in an expanded epigram format, with the use of simple verse forms, octosyllabic couplets, quatrains or stanzas in which length of line and rhyme scheme enforce the sense. The specific definition of wit which Johnson applied to the school was: â€Å"†¦ a kind of discordia concors; a combination of dissimilar images, or discovery of occult resemblances in things apparently unlike. Their poetry diverged from the style of their times, containing neither images of nature nor allusions to classical mythology, as were common. Several metaphysical poets, especially John Donne, were influenced by Neo-Platonism. One of the primary Platonic concepts found in metaphysical poetry is the idea that the perfection of beauty in the beloved acted as a remembrance of perfect beauty in the eternal realm. Though secular topics such as scientific or geographical discoveries interested them, there was also a religious or casuistic element to some of their work, by which they attempted to define their relationship with God.John Donne (between 24 January and 19 June 1572 – 31 March 1631) was an English poet, satirist, lawyer and a cleric in the Church of England. He is considered the pre-eminent representative of the metaphysical poets. His works are noted for their strong, sensual style and include sonnets, love poetry, religious poems, Latin translations, epigrams, elegies, songs, satires and sermons. His poetry is noted for its vibrancy of language and inventiveness of metaphor, especially compared to that of his contemporaries. Donne's style is characterised by abrupt openings and various paradoxes, ironies and dislocations.These features, along with his frequent dramatic or everyday speech rhythms, his tense syntax and his tough eloquence, were both a reaction against the smoothness of conventional Elizabethan poetry and an adaptation into English of European baroque and mannerist techniques. His early career was marked by poetry that bore immense knowledge of British society and he met that knowledge with sharp criticism. Another important theme in Donne’s poetry is the idea of true religion, something that he spent much time considering and theorising about.He wrote secular poems as well as erotic and love poems. He is particularly famous for his mastery of metaphysical conceits. A Burnt ShipOut of a fired ship, which by no wayBut drowning could be rescued from the flame,Some m en leap'd forth, and ever as they cameNear the foes' ships, did by their shot decay;So all were lost, which in the ship were found,They in the sea being burnt, they in the burnt ship drown'd. John Donne A Lame BeggarI am unable, yonder beggar cries,To stand, or move; if he say true, he lies. John Donne

Preparing and designing learning Essay

Preparing and designing Learning and Development Activities In this assignment I will address factors which influence learning and development activities, focusing on adult learning, organisational factors and key legislation which must be adhered to. I will describe different learning methods and learning resources and highlight both the advantages and disadvantages of each. I will also plan and prepare a full training session including development activities for a Team Manager with the objective for them to effectively manage the attendance of their employees. Factors Relating to Adult Learning Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasises the value of the process of learning, It uses approaches to learning that are problem-based and collaborative, and also emphasises more equality between the teacher and learner. Knowles identified the six principles of adult learning outlined below: 1. Adults are internally motivated and self-directed – Your role is to facilitate a students’ movement toward more self-directed and responsible learning as well as to foster the student’s internal motivation to learn. 2. Adults bring life experiences and knowledge to learning experiences – Adults like to be given opportunity to use their existing foundation of knowledge and experience gained from life experience, and apply it to their new learning experiences. 3. Adults are goal oriented – Adult students become ready to learn when â€Å"they experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems† (Knowles) 4. Adults are relevancy oriented – Adult learners want to know the relevance of what they are learning to what they want to achieve. 5. Adults are practical – Through practical fieldwork experiences, interacting with real clients and their real life situations, students move from classroom and textbook mode to hands-on problem solving where they can recognise first hand how what they are learning applies to life and the work context. 6. Adult learners like to be respected. Adult Learning Cycle Kolb learning styles: Diverging (feeling and watching – CE/RO) -Kolb called this style ‘Diverging’ because these people perform better in situations that require ideas-generation, for example, brainstorming. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking – AC/RO) – The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. People with this style are more attracted to logically sound theories than approaches based on practical value. Converging (doing and thinking – AC/AE) – People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling – CE/AE) – The Accommodating learning style is ‘hands-on’, and relies on intuition rather than logic. These people use other people’s analysis, and prefer to take a practical, experiential approach. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. Barriers to Adult Learning Barriers that are associated with adult learning include; poor writing skills lack of sufficient time lack of funds lack of persistence or motivation Other barriers include gender discrimination, age discrepancies, language problems, and lack of support from employers, friends, and family. Organisational factors which impact design of learning and development activities 1. Organisational policy and culture 2. Financial Factors 3. Timing and timescales 4. Equality of opportunity 5. Learner factors 6. Organisational priorities Key legislation relevant to learning and development activities Equality and diversity Health and safety data protection Learning Methods The Visual Style – People who learn best through visual aids have a visual learning style. Visual aids include facial expressions and gesticulations of teachers, pictures, texts with illustrations, DVDs, etc. Advantage: It makes recollection easier when, in an environment different from where you had learned the information, you see pictures similar to those through which you learned the information. Disadvantage: the difficulty you experience when only texts and speeches are available for learning, without any visual aids. The Auditory Style – Some people prefer to learn by hearing what they want to learn. Theirs is the auditory learning style. To learn, such people would prefer listening to discussions, talking matters over, reading out of texts or making use of e-courses containing audio recordings. Advantage of this style is that you assimilate and retain information without having to see it in texts or pictures. Disadvantage: the difficulty of learning among silently reading learners EG in a Library. The Read/Write Style – If you learn best by reading texts or writing down notes from what you read, see or hear, then you are a read/write learner. Read/write learners need writing materials to take down points they think important from what they read, hear or see. Advantage of making them more self-dependent because with their note taking, they can learn much by themselves. Disadvantage of not being able to learn easily where the only  medium of instruction is visual or audio, or where they do not have access to writing materials. The Kinesthetic Style – Kinesthetic learners prefer to learn by moving and doing. They prefer interactive learning, learning through practical challenges and hands-on experience and taking in information as they move from one place to another. Kinesthetic learners are therefore not comfortable sitting in a place for long. Advantage of exposing learners faster to practice and evidence: You learn as you practice and practice what you learn; you see the evidence of what you had digested with difficulty from texts or discussions. Disadvantages where there are no places to move to for such live experience and nobody to interactive with. Learning Resources Instructor-led training remains one of the most popular training techniques for trainers. There are many resources used including: whiteboard, power point presentation etc†¦ Advantages  Instructor-led classroom training is an efficient method for presenting a large body of material to large or small groups of employees. It is a personal, face-to-face type of training as opposed to computer-based training and other methods we will discuss later. It ensures that everyone gets the same information at the same time. It is cost-effective, especially when not outsourced to guest speakers. Storytelling grabs people’s attention. Disadvantages Sometimes it is not interactive. Too much of the success of the training depends on the effectiveness of the lecturer. Scheduling classroom sessions for large numbers of trainees can be difficult—especially when trainees are at multiple locations. There are many ways that you can break up training sessions and keep trainees attentive and involved, including: Small group discussions. Break the participants down into small groups and give them case studies or work situations to discuss or solve. This is a good way for knowledgeable veteran employees to pass on  their experience to newer employees. Case studies. Adults tend to bring a problem-oriented way of thinking to workplace training. Case studies are an excellent way to capitalize on this type of adult learning. By analysing real job-related situations, employees can learn how to handle similar situations. They can also see how various elements of a job work together to create problems as well as solutions. Q & A sessions. Informal question-and-answer sessions are most effective with small groups and for updating skills rather than teaching new skills. For example, some changes in departmental procedure might easily be handled by a short explanation by the supervisor, followed by a question-and-answer period and a discussion period. Role-playing. By assuming roles and acting out situations that might occur in the workplace, employees learn how to handle various situations before they face them on the job. Role-playing is an excellent training technique for many interpersonal skills, such as customer service, interviewing, and supervising. Advantages Interactive sessions keep trainees engaged in the training, which makes them more receptive to the new information. They make training more fun and enjoyable. They provide ways for established employees to pass on knowledge and experience to newer employees. They can provide in-session feedback to trainers on how well trainees are learning. Disadvantages Interactive sessions can take longer because activities, such as taking quizzes or breaking into small groups, are time-consuming. Some method can be less structured, and trainers will need to make sure that all necessary information is covered.