1500-1834 in England women an dependent children how their needs were Essay

1500-1834 in England women an dependent children how their needs were met including the Elizabethan Poor Laws and the Poor Law Reforms of 1834 - Essay Example Private benefactors would also leave wills to establish almshouses that provided shelter for women and dependent children. However, the growing numbers of the population that required such services soon overwhelmed individual philanthropy, hence the need of a series of Acts to address their needs. The Poor Relief Act 1601 (or the Elizabethan Poor Law) formalized previous practices of the distribution of poor relief in England and Wales. Previously, poor women and dependent children were catered for by the decentralized parish as an administrative unit, but the new law was more of a correction than punishing system for the targeted population (Day, 2013). However, the population was growing faster than the available resources could handle and it was argued that many women opted to for the pleasant option of claiming relief rather than working to earn. Further, the â€Å"iron law of wages† also argued that the aid provided under the Elizabethan Poor Law undermined workersâ€℠¢ wages as employers reduced their pay yet the workers who did not receive the aid needed protection. This led to the Poor Law Amendment of 1834 that replaced the 1601 law. The rationale of this law was that people who could not work were to be taken care of in almshouses while the poor but able-bodied were to work for pay in a House of Industry. Children dependent on the poor women would become

The Merchants Tale Essay Example for Free

The Merchants Tale Essay The use of the word ‘but’ in line 843 is the first signal to the audience that there is going to be a significant change within Januarie’s fortune. Up until this point he has been considerably lucky; he is described as a ‘worthy knight’ who has ‘lived in greet prosperitee’ and has been married to ‘fresshe may, his paradys, his make’. Through this excessive amount of fortune, Chaucer has led the audience to believe it is too good to be true, and so the change is almost inevitable. Januarie’s fortune is represented by the image of ‘the scorpion’, which smiles with its face while stinging with its ‘sweete venym queynte’, just as Januarie is deceived into believing he has found stable happiness when he suddenly goes blind. When Januarie becomes physically blind, this becomes a fulfilment of the metaphorical blindness of self-delusion which has afflicted him from the outset. On line 386, the audience are reminded of the proverb ‘love is blind’, and Januarie’s character has been built up to this point as a demonstration of the truth of this saying. At this point in the tale, we have only recently heard May’s voice for the first time, (like 770) but we are yet to know much about May’s personality from anyone other than Januarie’s perspective. However, the females already mentioned in the tale, such as Abigail, the wife of Nabal and Rebecca, the mother of Jacob all gained their own fortune and power through the use of deception and trickery, inclining the audience to believe that May is going to use similar techniques. It soon becomes apparent that this deception is at the hands of Januarie, ‘for as good is blind deceyved be / As to be deceyved whan a man may se’. The fact that he is being deceived because of both his physical and mental blindness makes Januarie appear vulnerable, and the audience almost begins to pity him, showing that the power balance has shifted abruptly from Januarie to May. The language Chaucer chooses to use contributes to demonstrating this power balance effectively. Fortune is personified in this passage, as is common in Chaucer’s writing. Like a number of abstract qualities which have the female grammatical gender in Latin, the personification is feminised, and she is presented as a woman, often blindfolded, to demonstrate the arbitrariness of her operation, an holding a wheel on which her victims rise and fall. When comparing this image to May, it is clear that she now has full power and control over Januarie. It is not only clear how May has gained power over this passage, but also how Januarie has lost his. He becomes so possessed by jealousy that He nolde suffre hire for to ride or go/ But if that he hadde hond on her alway’ , ‘nor anywhere/ Would he allow his wife to take the air/ Unless his hand were on her, day and night’. Towards the beginning of the tale, it is unlikely that Januarie would have been so possessive over his new wife, as he had enough confidence within himself to prevent any jealousy. When he loses his sight, it is apparent that his self-consciousness becomes particularly strong, once again making him seem vulnerable and helpless, and May’s dishonesty only increases Januarie’s lack of power.

Uses of Australian Medic and other Legumes in the United States Essay

Uses of Australian Medic and other Legumes in the United States In recent years the United States has been experimenting with the uses of medics, clovers and other forms of legumes which include sweet clover, rose clover, crimson clover, barrel medic, button medic, Australian medic, burr medic, nitro alfalfa, and spotted medic just to name a few of the long list of plants used in these experiments. The purpose of these experiments were to determine the benefits of intercropping these legumes with non-nitrogen fixating crops such as corn, sunflowers and many others. Some of the suggested benefits would include using less fertilizer, gained water infiltration into the soil, and reduced soil erosion. A study was conducted in Stephenville, Texas over several years to determine the types of medics and clovers that could possibly be used in areas of the United States that have high temperatures in the summers with limited precipitation, another objective of the experiments conducted in Stephenville was to determine the affects of harvest height, as herbage removal affects the reproduction of the stand in following years. Some cool-season annual species looked to be promising candidates for this particular experiment. Many of these species have become widely naturalized across the Great Plains region of the United States which indicates adaptation to climate, soils, local vegetation, and pathogens (Muir et al., 2005). One of the biggest factors in the growth and reproduction of medic is the climate, especially temperature and rainfall, has the strongest effect on legume production. Annual Australian medic species that are accustom to the long growing seasons in southern parts of the continent took ten to seventy ... ...provided by these plants. References Groose, Robin W., 1999. Lamb Chops and Rolls on 12 Inches of Rain. Casper Star Tribune. Kandel, H.J., B.L. Johnson, and A.A. Schneiter. 2000. Hard Red Spring Wheat Response Following the Intercropping of Legumes into Sunflower. Crop Science 40:731-736 Muir, James P., William R. Occumpaugh and Twain J. Butler, 2005. Trade-Offs in Forage and Seed Parameters of Annual Medicago and Trifolium Species in North-Central Texas as Affected by Harvest Intensity. Agron. J. 97:118-124 Sheaffer, Craig C., Steve R. Simmons and Michael A. Schmitt. 2001. Annual Medic and Berseem Clover Dry Matter and Nitrogen Production in Rotation with Corn. Agron. J. 93:1080-1086 Smeltekop, Hugh, David E. Clay and Sharon A. Clay. 2002. The Impact of Intercropping Annual ‘Sava’ Snail Medic on Corn Production. Agron. J. 94:917-924

American/Mexican Culture Essay

Part A) The American and Mexican cultures both celebrate Holidays. Some are similar such as our Independence Day/ the Mexican Independence Day, and Valentine’s Day, and some are different. Americans celebrate New Year Day which is celebrating the first day of a new year, Memorial Day honors the American soldiers who have died in the military, Labor Day which was once a pure labor union celebration is now a festival marking the end of summer, Columbus Day is the day Christopher Columbus arrived in America, Veterans Day honors our military Veterans, Thanksgiving Day is a harvest festival that expresses thankfulness and gratitude, and Christmas Day celebrates the birth of Jesus. Mexicans celebrate, Dia de los Reyes Magos which is a gift giving ceremony, Benito Juarez Birthday celebrates the first indigenous president of Mexico, Cinco de Mayo celebrates when the Mexicans won the Battle of Puebla against the French, Dia de los Muertos honors Mexican dead souls, and Dia de la Virgen de Guadalupe which is when the Virgin Mary appeared to Juan Diego. American and Mexican cultures have different foods. American food consist of Hamburgers, Chicken, Steak, potatoes, macaroni and cheese, corn, green beans, chili, spaghetti, salad, bread, cupcakes, and chocolate. There are many more American foods this is a small example. Mexican food consist of, Tamales-which has dough that is made out of corn which is called masa. The masa is wrapped in corn husk. Enchiladas-which is a tortilla that is covered with red chili, in the inside you could put pork, or chicken. Mole- It is a chili chocolate sauce. Posole- is soup with hominy and pork in it, and Tortillas- which is thin and made of corn dough or flour. The American and Mexican Cultures have different languages. Americans speak English and Mexicans Speak Spanish. Both American and Mexican Cultures practice the same sports, such as: football, boxing, baseball, basketball, golf, and wrestling. Part B) I have been affected by a culture barrier many of times. On Time in particular was not too long ago. I work at Subway and we had some Mexicans come in. They didn’t speak a bit of English and neither my coworker nor I spoke any Spanish. There were about 10 Mexicans wanting food and there were only two of us trying to figure out what they were telling us they wanted. It was funny, they were pointing at the signs trying to tell us what they wanted, but as you probably know there are a lot of different sandwiches on each sign. So, we were not getting nowhere that  way. I just started making them random sandwiches, they didn’t seem to care. This situation could have been prevented if my coworker and I knew some Spanish, or if the Mexicans would have known some English.

ASDA

Undertaking 1Investigate the Planning and Range of Tools and Techniques involved in developing a Market Strategy. Using selling rules, theories and constructs critically evaluate a scope of tools and techniques used by a retail shop of your pick. You should get down with general rating of their selling scheme and so see each of the followers: An appraisal of the importance and the usage of information in their selling scheme. An analysis of how the planetary context has been incorporated into their selling scheme. A contemplation on how the retail shop has embraced e-business schemes in their selling.IntroductionThe Planning and Range of Tools with Techniques are involved in developing a Market Strategy. Using selling rules, theories and constructs critically I am about to measure a scope of tools and techniques used by a ASDA. The general rating of their selling scheme is to be found sing each of the followers: the importance and the usage of information in their selling scheme. an analysis of how the planetary context has been incorporated into their selling scheme. a contemplation on how ASDA has embraced e-business schemes in their selling.Company ProfileASDA was started with the vision of the establishing male parents to do it a one halt store for all the demands of the consumers. The company is one of the well known supermarket ironss located in the UK. It has on offer nutrient, vesture every bit good as general ware points for its consumers. In 1999 the company came together with Wal-Mart. The history of the company goes back in clip to the 1920s. At that clip the Asquith household owned a meatmans store at Knottingely in West Yorkshire. The two brothers in the household, Fred and Peter took over the concern and were besides the laminitiss of ASDA. At the same clip another company with the name of Craven Dairies ltd was formed with the aid of a group of West Riding Dairy Farmers. In 1949 the companies merged to set up the Associated Dairies & A ; Farm Stores Ltd. It was merely in 1965 that the company got its present name when Associated Diaries came together with Asquith. As per records of 2007 the company has a portion of 16.8 % in the food market market of UK. The format of the ASDA shops is simple with green and white colourss. After it became one of the subordinates of Wal-Mart there were many ace centres opened by both the companies jointly. At present there are a sum of 21 such supermarkets in UK entirely. In 2003 the company brought into the market â€Å" ASDA life † which was the first general shop of the company. It sold a scope of merchandises including vesture, toys, place electronics, wellness merchandises, homewares, every bit good as beauty merchandises. The company has joined custodies with the Compass group that has java stores in a few of the shops of the company. In 2006 ASDA introduced ASDA Necessities that stocked the merchandises of the company. This served to vie with the other price reduction supermarkets in the part. However the shop was closed down in 2007. The company besides has its online shop that started in 1998. It sells points in a figure of classs including travel, amusement, furniture, electrical, gifts, nomadic phones, and flowers. The company besides sells its ain trade name of dressing known as George. In 2007 the company launched ASDA electrical that focused on electrical merchandises. This is to vie with Tesco Direct of Tesco. ASDA has been reported to be one of the best known companies to work for. There is a price reduction of 10 % on all the goods that are purchased by the staff from the company. Besides in December there is a dual price reduction twenty-four hours wherein the staff members are allowed a price reduction of 20 % on their purchases. The company strives to do shopping at the shops an gratifying experience for the clients. The company has many disablement every bit good as family-friendly services that are available at all the shops that guarantee that the company is able to provide to the different demands of the clients.Facts:* ASDA employs about 160,000 employees. * At the present ranks second among the retail ironss in the state. * The company has 365 shops across the Earth.Strategic And Operational PlansASDA prepared a new strategic program that was endorsed by the so Minister for Sport and Tourism ( The Hon Jackie Kelly MP ) in September 2001. The 2001-2005 Strategic Plan prescribes ASDA ‘s: * future way ( vision ) ; * runing environment ( mission ) ; * strategic discovery issues ( ends ) ; * schemes ( aims ) ; * values ( runing ethos ) ; and * cardinal public presentation indexs ( steps ) .ReappraisalSelling PlanTo supply goods/services that are inexpensive and low-cost to consumers or the populace. cut downing the cost aims of their items/products recycling their waste boxing their merchandises good back uping voluntary services ASDA leads the manner in giving UK clients the merchandises they want at the lowest monetary values and continue to widen the monetary value spread between our rivals. We have ever been committed to maintaining monetary values low, something our clients value and acknowledge.SWOT AnalysisASDA is the 2nd largest food market retail in UK where as Wal-Mart is the largest in the United States, with an estimated 20 % of the retail food market and consumables concern, every bit good as the largest plaything marketer in the U.S. It besides owns and operates the North American Company of Sam ‘s Club. Wal-Mart operates in Mexico as Walmex, in the UK as ASDA, and in Japan as Seiyu. It has wholly-owned operations in Argentina, Brazil, Canada, Puerto Rico, and the UK. Wal-Mart ‘s investings outside North America have had mixed consequences: its operations in South America and China are extremely successful, while it was forced to draw out of Germany when its venture there was unsuccessful. Wal-Mart has been criticized by some community groups, adult females ‘s rights groups, grassroots organisations, and labour brotherhoods, specifically for its extended foreign merchandise sourcing, low rates of employee wellness insurance registration, opposition to brotherhood representation, and alleged sexism.Strengths.A house ‘s strengths are its resources and capablenesss that can be used as a footing for developing a competitory advantage. 1. Wal-Mart is a powerful retail trade name. It has a repute for value for money, convenience and a broad scope of merchandises all in one shop. 2. Wal-Mart has grown well over recent old ages, and has experienced planetary enlargement ( for illustration its purchase of the United Kingdom based retail merchant ASDA ) 3. The company has a nucleus competency affecting its usage of information engineering to back up its international logistics system. For illustration, it can see how single merchandises are executing country-wide, store-by-store at a glimpse. IT besides supports Wal-Mart ‘s efficient procurance. 4. A focussed scheme is in topographic point for human resource direction and development. Peoples are cardinal to Wal-Mart ‘s concern and it invests clip and money in developing people, and retaining a developing them.Failings.The absence of certain strengths may be viewed as a failing. 1. Wal-Mart is the World ‘s largest food market retail merchant and control of its imperium, despite its IT advantages, could go forth it weak in some countries due to the immense span of control. 2. Since Wal-Mart sell merchandises across many sectors ( such as vesture, nutrient, or stationary ) , it may non hold the flexibleness of some of its more focussed rivals. 3. The company is planetary, but has has a presence in comparatively few states Worldwide. 4. In some instances, a failing may be the impudent side of a strength. Take the instance in which a house has a big sum of fabrication capacity. While this capacity may be considered a strength that rivals do non portion, it besides may be a considered a failing if the big investing in fabricating capacity prevents the house from responding rapidly to alterations in the strategic environment.Opportunities.The external environmental analysis may uncover certain new chances for net income and growing. To take over, merge with, or organize strategic confederations with other planetary retail merchants, concentrating on specific markets such as Europe or the Greater China Region. 1. The shops are presently merely trade in a comparatively little figure of states. Therefore there are enormous chances for future concern in spread outing consumer markets, such as China and India. 2. New locations and shop types offer Wal-Mart chances to work market development. They diversified from big ace Centres, to local and mall-based sites. 3. Opportunities exist for Wal-Mart to go on with its current scheme of big, ace Centres.Menaces.Changes in the external environmental besides may show menaces to the house. 1. Bing figure one means that you are the mark of competition, locally and globally. 2. Bing a planetary retail merchant means that you are exposed to political jobs in the states that you operate in. 3. The cost of bring forthing many consumer merchandises tends to hold fallen because of lower fabrication costs. Manufacturing cost have fallen due to outsourcing to low-priced parts of the World. This has lead to monetary value competition, ensuing in monetary value deflation in some scopes. Intense monetary value competition is a menace.2.7 DecisionsThe concern sector in which ASDA works is extremely competitory. Supermarkets need to maintain clients loyal. ASDA keeps them loyal by holding a good consequence in the topographic points in which it works.2.8 RecommendationsThis subdivision outlines future actions. The Recommendations should:  § Be action orientated, and executable  § Relate logically to the Decisions ( i.e Conclusion 4.1 should take to Recommendation 5.1 )  § Be arranged in order of importance  § Be compendious2.9 Mentionswww.your.asda.com2.10 AppendixsAppendixs contain information that is excessively complex to include in the study. You need to direct readers to this information, as in â€Å"Appendix A provides an overview of the bing company hierarchy† .

Content Creation Process How To Build Yours In 5 Steps

Content Creation Process How To Build Yours In 5 Steps Anyone can create mediocre content.  Creating content that has been published, republished, reworked, and repurposed a million times is easy. But creating valuable, relevant, quality content is hard. It takes time, effort, energy, resources, and knowledge. Most of this- in small businesses- is  wrapped up in the expert owners who are also tasked with running the business, serving the clients, and managing the marketing and outreach. Plus, lets face it. Just the thought of content creation can make many business owners cringe in horror, and theyd rather make that extra cocktail. Writing and  content creation, especially if youre out of practice, is not fun. Then when you add on the pressure of making it something your audience will drool over and share on social media- it can be incredibly intimidating.How To Build A #Content Creation Process That Will Boost Your #SmallBusiness via @jenniferbournIf You're Not Using Content Marketing As A Primary Strategy To Reach Your Audience,  You're Already Behind Take a look at these stats: Website conversion rate is nearly 6x higher for content marketing adopters than non-adopters (2.9% vs 0.5%). 73% of B2B content marketers are producing more content than they did one year ago. 95% of B2B enterprise marketers use content marketing. 86% of B2C marketers use content marketing. 60% of marketers create at least one piece of content each week. Your audience and prospects are using social media, they click links, read blogs, watch videos, listen to podcasts, subscribe to newsletters- and they share the high-quality, high-value content with their friends. Consumers buy when they're ready to buy, not when you're ready for them to buy. If you're not there, top of mind, when your prospects are ready to buy, know that your competitors will be. People  buy when they're ready to buy, not when you're ready for them to buy.The Problem Most Small Businesses Face Isn't Creating Amazing Content It's creating amazing content consistently and sustaining it over time. The most common complaints and excuses I hear from business owners avoiding content marketing are: I have no time left in my schedule for one more task. I have other internal items that I need to create and focus on before I create extra marketing content. I need to shore up my business systems and processes before I invest even more in my marketing. I don't know what to even write about or what people would care about. How do you overcome these beliefs? How do you create valuable content and do everything else you have to do, let alone sustain it over time? Here's the bad news: If you want a quick, easy solution- and you don't want to do any work- you aren't going to like anything I have to say. Here's the good news: Creating a sustainable content creation process will elevate your business and build your expert status- and it's easier than you think. There are systems and tactics you can employ to drastically increase the results gained from your investment in content creation. It just takes some planning... Step 1: Assess Where Content Creation Could Improve Experiences, Value, Profitability, And Systems Before you start creating content, you need to know why you are creating content. This is where we do a deep dive with clients into the inner-workings of their business, identifying all areas that could benefit from content creation. The most common areas needing content creation include: Customer education Client onboarding Client training List building offers Income stream diversification (information products and courses) Marketing and blogging efforts Speaking/presentations Creating systems and processes Employee training When looking at this list, most business owners realize they are severely lacking in the content department. They see that they don't have any client educational materials or they have no processes for their services, and they start to feel very overwhelmed. If this is you right now, it's okay. Hang in there with me and I promise I'm going to make this seem much easier and much more doable. Step 2: Brainstorm Types Of Content And Topics For Each Category Identified In Step 1 Once you have list of each category or area in your business that could benefit from content creation, brainstorm every bit of content that could be created to reach your goals. Let's use list building offers and client onboarding as examples. Here are several ideas for new list building opt-in offers: Checklist or tips sheet (for general interest and expert positioning) Whitepaper on what prospects should do before hiring you (to create more qualified prospects and expert positioning) Industry-targeted done-for-you tool or resource (for expert positioning) A special report teaching people about what you do (to create more qualified prospects and expert positioning) Other educational materials Here are several different pieces of content that could be created to improve your client onboarding process: Welcome email/message/video What to expect email/message Overview of your process Tips for getting the most out of their investment with you and having success Things you need from your client/things you need them to do New client questionnaire with instructions and an overview of why you're asking these questions Overview of what will happen next Glossary of industry terms or guidebook Educational materials like e-books, whitepapers, or simple checklists that will help them work with you and communicate more clearly Step 3: Identify Content Overlap Between Categories And Content That You Can Repurpose Now here's where the magic starts to happen. Now we examine the list building offers list, which contains mostly marketing-related content, and the client onboarding list, which contains mostly business building, internal content. It's easy to see that focusing on the client onboarding content will positively impact your business, improve client experience, and streamline your process (say hello to automation). It's doable. But when you add the content that needs to created for marketing and list-building purposes, things start to feel overwhelming and definitely not doable. Here's the thing. It only feels overwhelming because you're looking at them as two separate areas of content- when they really are the same. Yes! You can create the content needed to run your business and  the content you need to market your business at the same time! For example: You could turn your list of tips for getting the most out of their investment with you and having success that you create for your onboarding process into a list-building tips sheet or checklist. You could repurpose your list of things you need from your client/things you need them to do before you get started into a whitepaper on what people should do before investing in the service you provide. You could turn your new client questionnaire into a done-for-you industry resource that others in your industry would opt-in for (making you a leader). You could turn the overview of your process that you give to new clients into a special report teaching people about the service you provide, how it works, and what they should expect. The glossary of terms or any other educational resource that will help your clients will also help your audience, so publish that content on your blog, too. In each of these scenarios, you're moving your business forward, adding value for your clients, providing helpful resources to your audience, and positioning yourself as an expert in your industry. Create #content to add value, help your audience, and position yourself as an expert.I know you're thinking that clients won't see the value in paying you for content that already exists for free on your blog or in an opt-in offer. But you're wrong. The magic comes when you put your content in front of your audience or clients at the right time- exactly when they need it. A new client who needs to know more about topic XYZ will be frustrated if they have to search through your blog archives for each individual blog post on the topic. But if you combined the blog posts into one special report and provided it to them at the exact time they need that information, your content immediately becomes more valuable. Step 4: Map Out Your Content Creation Plan Many business owners have great intentions. They want to blog once a week or twice a week, they start out strong, then slowly fade away. Or they start tons of content pre-scheduled and when it runs out, they completely disappear. A content creation plan is the key to ensuring your efforts are sustainable and not a "blitz and disappear" act. Content marketing is a marathon, not a sprint. Success requires focus, resources, and commitment for the long haul. The idea is to base it on the core content you need to improve your business and then repurpose the content so you get the biggest returns on your efforts. A #content creation plan will ensure sustainable creation and not a 'blitz and disappear' act.Here's what you need to do: Identify what content is your top priority (make it one that will help improve your business, like creating your onboarding process) Write down how much time you'll need to create, proof, and design each piece of content needed Decide how you will repurpose the content you're creating (like turning the overview of your process into a special report teaching people about the service you provide, how it works, and what they should expect) Write down how much time you'll need to create, proof, and design the new items Write down any other ways you can repurpose the same content (like turning it into a blog post) Get a blank month-at-a-glance calendar Review all of the content you want to create and how long each piece will take. Give yourself deadlines and write them in your calendar. Some tips to make this process easier: Don't bit off more than you can chew! Be realistic with your deadlines and timelines. Don't base your milestones on the requirement that you work nights and weekends to get it done, because chance are you won't. Trying to do everything at once will cause stress, frustration, and burnout. Make quality the priority! It's better to produce content less frequently and ensure it's awesome, than publish mediocre content often Consider the order in which you create content. For example, instead of creating all of the content for a new on boarding sequence first then repurposing it, create once piece of the process, repurpose it into a list building offer, then publish a portion of it as a blog post that promotes the list building offer. Consider tackling one "chunk" of content each month, so one piece of the onboarding process, one list building offer, and one blog post gets done each month. It's better to produce #content less frequently and ensure it's awesome. #contentmarketingStep 5:  Include Supplemental Marketing Content In Your Creation Process With your marketing calendar and content creation plan in hand, it's time to add some supplemental content. After all, publishing one blog post a month isn't going to get you very far if your competitors are posting two, three, four, or more times every month. The supplemental content could be articles, videos, or audios. It could be commentary of current events or another article you read, or a recap or review of a tool or resource you found. First, choose two pieces of supplemental content to add to your marketing calendar for each month. Consider choosing one quick easy post type and one more involved, like an article and a review, or an article and a commentary piece. Second, reach out to podcast hosts, radio shows, event hosts, and entrepreneurs who host teleclasses and webinars about being a guest. Set a goal to do one interview or speaking engagement per month, then write a blog post promoting it. Wrap Up: You've Got A Sustainable Content Creation Process Once you complete these exercises, you'll have a marketing calendar with a sustainable content creation plan in place- one that guarantees each month you'll have: One piece of content to move your business forward One free resource or list building free offer Three blog posts (one repurposed from the content above, one article, and one short-form post) One interview recap, positioning you as an expert Plus, numerous social media posts can be created from the content, too That's one blog post each week! Considering business-to-business companies that blog generate 67% more leads per month than those who don't blog, the argument for content marketing is pretty much a no-brainer. Stay Focused,  Stay Committed, And Stay Consistent It's true that the more content you publish, the more traffic you'll enjoy and the more leads you'll receive. But don't get swept up in the need to blog every day. Unless blogging is  your business, daily blogging isn't a must. And don't get sucked in by the claims that quantity is better than quality. Publishing something awesome once a week will trump publishing lots of mediocre crap.

The Motif of Time in Shakespeares Sonnet Essays

The Motif of Time in Shakespeares Sonnet Essays The Motif of Time in Shakespeares Sonnet Essay The Motif of Time in Shakespeares Sonnet Essay Time may well be the most confusing, Incomprehensible and paradox matter In our universe. There seems to be no possibility of influencing it in any way and we have to accept that it will always follow its own course. While most would agree, William Shakespeare in his own way was different. In his Sonnet 19, his lyrical I even tries to stop it, this unstoppable force that alters and consumes everything, this Devouring timel, as it Is called In the first verse. Enveloped In the usual Shakespearian structure of the sonnet, the (female) lyrical I allows time to do whatever It wishes with the world, but forbids It to consume one thing: Her lovers beauty. As usual for the Shakespearian Sonnet, it consists of 3 quatrains and a closing couplet. Usually, these four sub-units present themselves as thematic blocks, suggesting a certain independence from each other and sometimes even a contrast, but we cannot deny that the basic, four-part sonnet structure has not changed since he day It was created. Embedding the human perception of time In such a structure, we are faced by a twofold demonstration of namelessness and superiority. Therefore, it seems to be the natural conclusion that the lyrical I addresses Time2 as it would address one of the deities found in several sonnets of Shakespearean and others. It goes without saying that the characteristic four-part structure of a sonnet can have a great variety of worldly counterparts, be It the four elements, the four archangels or the four temperaments. In Sonnet 19. He lyrical I makes the association quite obvious: Make glad and sorry seasons as thou fleets3. If we assume that each part of the sonnet corresponds with one of the seasons, the connection between the endless and elusive concept of time is limited to the human perspective: Each part of the sonnet corresponds with a stage of life. In the first quatrain, time Is presented as the consuming force in life that seems almighty because It will even defeat the lion, the king of the animals and the earths sweet rood4 seems to tie the quatrain to the concept of youth. As humans age and become adults, they start to see the wide world and all her fading sweets5, the sweetest of which is certainly love, which will become the matter of argument in the following verses. The focus of the sonnet now shifts onto the love between the lyrical I and her lover, emphasizing it as an important factor during adulthood. As life progresses and humans start to recognize that time also affects themselves, It presents Itself as harsh and unforgiving. The lyrical I even considers It a heinous crime6. Eventually, old time will do its worst and life will end. These last two verses imply a certain level of surrender, but in the end, the corporeal has to be given up anodes not matter anymore, because time has also revealed a new truth: The most important thing was not the sensual love connected to the lovers body, but the platonic love that will defeat time and in the verse ever live young And make the earth devour her own sweet brood, Pluck the keen teeth from the fierce tigers Jaws, And burn the long-lived phoenix in her blood, Make glad and sorry seasons as thou fleets, And do whatever thou wilt, swift-footed Time, To the wide world and all her fading sweets; But I forbid thee one most heinous crime- O carve not with thy hours my loves fair brow, Nor draw no lines there with thin antique pen, Him in thy course untainted do allow For beautys pattern to succeeding men. Yet do thy worst, old Time. Despite thy wrong My love shall in my verse ever live young.

Dates for Major Events in Ancient History

Dates for Major Events in Ancient History The major events in ancient history listed in the table below are those  happenings in the world that led to or gravely impacted the rise and decline of the great Mediterranean civilizations of Greece and Rome. Many of the dates cited below are only approximate or traditional. This is particularly true of the events before the rise of Greece and Rome, but the early years of Greece and Rome are also approximations. 4th Millennium BCE 3500:  The first cities are built  by the  Sumerians  at Tell Brak, Uruk, and Hamoukar in Mesopotamias Fertile Crescent.   3000: Cuneiform writing is developed in Uruk  as a way to track commercial trade and taxes.  Ã‚   3rd Millennium BCE 2900: The first defensive walls are built in Mesopotamia.   2686–2160: The first pharaoh Djoser unites upper and lower Egypt for the first time, establishing the Old Kingdom.   2560: The Egyptian architect Imhotep finishes the  Great Pyramid of Cheops on the Giza Plateau. 2nd Millennium BCE 1900–1600: The Minoan culture on the Greek island of Crete becomes a powerhouse of the international shipping trade. 1795–1750:  Hammurabi, who wrote the first legal code, conquers  Mesopotamia, the land between the  Tigris  and Euphrates Rivers. 1650: The Middle Kingdom of Egypt falls apart and Lower Egypt is ruled by the Asiatic Hyksos; the Kushite kingdom rules Upper Egypt. 1600:  The Minoan culture is replaced by the  Mycenaean civilization  of mainland Greece, thought to be the Trojan civilization recorded by Homer. 1550–1069: Ahmose drives out the Hyksos and establishes the New Kingdom dynastic period in Egypt. 1350–1334: Akhenaten introduces (briefly) monotheism in Egypt.   1200: Fall of Troy (if there was a Trojan War). 1st Millennium BCE 995: The Judean King David captures Jerusalem.   8th Century BCE 780–560: Greeks send settlers to create colonies in Asia Minor. 776: Legendary start of the Ancient Olympics. 753: Legendary founding of Rome. 7th Century BCE   621: Greek lawgiver Draco establishes a written but harsh code of laws to punish trivial and serious crimes in Athens.   612: The Babylonians and  Medes  burn the Persian capital of Nineveh,  marking the end of the Assyrian Empire. 6th Century BCE 594:  The Greek philosopher Solon becomes archon (chief magistrate) in Greece and attempts to legislate reforms  with a new code of laws for Athens.   588: Babylonian King Nebuchadnezzar conquers Jerusalem and brings the Judean king and thousands of citizens of Judea back to Babylon with him. 585: Greek philosopher  Thales  of Miletus successfully predicts a solar eclipse on May 28. 550: Cyrus the Great establishes the Achaemenid dynasty of the Persian Empire. 550: Greek colonies include almost all of the Black Sea area, but begin to find it difficult to survive so far from Athens and make diplomatic compromises with the Persian Empire. 546–538: Cyrus and the Medes defeat Croesus and capture  Lydia.   538: Cyrus allows the Jews in Babylon to return home. 525:  Egypt falls to the Persians and becomes a satrapy under Cyruss son Cambyses.   509: Traditional date for the founding of the Roman Republic. 508: Athenian lawgiver Cleisthenes reforms the constitution of ancient Athens, setting it on a democratic footing. 509: Rome signs a friendship treaty with Carthage. 5th Century BCE 499: After paying tribute and arms to the Persian Empire for several decades, Greek city-states revolt against Persian rule. 492–449: The Persian king Darius the Great invades Greece, kicking off the Persian Wars.   490: Greeks win against the Persians in Battle of Marathon. 480: Xerxes overcomes the Spartans at Thermopylae; at Salamis, the combined Greek navy wins that battle. 479: Battle of Plataea is won by the Greeks, effectively ending the second Persian invasion. 483: Indian philosopher Siddhartha Gautama Buddha (563–483) dies and his followers begin to organize a religious movement based on his teachings. 479: Chinese philosopher Confucius (551–479) dies, and his disciples carry on. 461–429: Greek statesman Pericles (494–429) leads a period of economic growth and cultural flourishing, also known as the Golden Age of Greece.   449: Persia and Athens sign the Peace of Callias, officially ending the Persian Wars. 431–404: The Peloponnesian War pits Athens against Sparta.  Ã‚   430–426: The Plague of Athens kills an estimated 300,000 people, among them Pericles. 4th Century BCE 371: Sparta is defeated at the battle at Leuctra.   346: Philip II of Macedon (382–336) forces Athens to accept the Peace of Philocrates, a peace treaty marking the end of Greek independence. 336: Philips son Alexander the Great (356–323) rules Macedonia. 334: Alexander fights and wins against the Persians at the Battle of Granicus in Anatolia. 333: Macedonian forces under Alexander defeat  the Persians at the Battle of Issus. 332: Alexander conquers Egypt, founds Alexandria, and installs a Greek government but leaves the next year. 331: At the Battle of Gaugamela, Alexander defeats the Persian king Darius III. 326: Alexander reaches the limit of his expansion, winning the Battle of the Hydaspes in the northern Punjab region of what is today Pakistan. 324: The Mauryan empire  in India is founded by Chandragupta Maurya, the first ruler  to unite most of the Indian subcontinent. 323: Alexander dies, and his empire falls apart as his generals, the diadochi, battle one another for supremacy. 305: The first Greek pharaoh of Egypt, Ptolemy I, takes over the reins and establishes the Ptolemaic dynasty. 3rd Century BCE 265–241: The First Punic War between Rome and Carthage is waged with no decisive winner.   240: Greek mathematician Eratosthenes (276–194) measures the Earths circumference. 221–206:  Qin Shi Huang  (259–210) unites China for the first time, beginning the Qin Dynasty; construction on the Great Wall begins. 218–201: The Second Punic War begins in Carthage, this time led by the Phoenician leader Hannibal (247–183) and a force supported by elephants; he loses to the Romans and later commits suicide.   215–148: The Macedonian Wars lead to Romes control of Greece. 206: The Han Dynasty rules in China, led by  Liu Bang (Emperor Gao), who uses the Silk Road to make trade connections as far as the Mediterranean. 2nd Century BCE 149–146: The Third Punic War is waged, and at the end, according to legend, the Romans salt the land so Carthaginians can no longer live there.   135: The first Servile War is conducted when the slaves of Sicily revolt against Rome. 133–123: The Gracchi brothers attempt to reform Romes social and political structure to help the lower classes.   1st Century BCE 91–88: The Social War (or Marsic War) begins,  a rebellion waged by Italians who want Roman citizenship. 88–63: The Mithridatic Wars are fought by Rome against the Pontic empire  and its allies. 60: Roman leaders  Pompey, Crassus, and Julius Caesar form the 1st Triumvirate.   55: Julius  Caesar invades Britain. 49: Caesar crosses the Rubicon, precipitating the Roman Civil War. 44: On the Ides of March (March 15), Caesar is assassinated. 43: The 2nd Triumvirate, that of Marc Antony, Octavian, and M Aemillius Lepidus, is established.   31: At the Battle of Actium, Antony and the last Ptolemaic pharaoh Cleopatra VII are defeated and soon after Augustus (Octavian) becomes the first emperor of Rome. 1st Century CE 9: German tribes destroy 3 Roman legions under P. Quinctilius Varnus in the Teutoberg Forest. 33: Judean philosopher Jesus (3 BCE–33 CE)  is executed by Rome and his followers continue. 64: Rome burns while Nero (supposedly) fiddles.   79: Mount Vesuvius erupts burying the Roman cities of Pompeii and Herculaneum. 2nd Century CE 122: Roman soldiers begin building Hadrians Wall, a defensive structure that will eventually stretch 70 miles across Northern England and marks the northern limit of the empire in Great Britain. 3rd Century CE 212: The  Edict of Caracalla extends Roman citizenship to all free inhabitants of the Empire. 284–305: The Roman Emperor Diocletian divides the Roman empire into four administrative units known as the Roman Tetrarchy, and afterward there was usually more than one imperial head of Rome. 4th Century CE 313: Decree of Milan legalizes Christianity in the Roman Empire. 324: Constantine the Great establishes his capital at Byzantium (Constantinople). 378: Emperor Valens is killed by the Visigoths at the Battle at Adrianople. 5th Century CE 410: Rome is sacked by the Visigoths. 426: Augustine writes City of God, in support of Christianity in Rome. 451: Attila the Hun (406–453) faces the Visigoths and Romans together in the Battle of Chalons. He then invades Italy but is convinced to withdraw by Pope Leo I.   453: Attila the Hun dies.   455: Vandals sack Rome. 476: Arguably, the western Roman Empire ends when Emperor Romulus Augustulus is removed from office.

Innvations under Globalization in Latin America Research Paper

Innvations under Globalization in Latin America - Research Paper Example Business endeavor in the connection of neoliberal change is vividly outlined on account of Latin America inside the setting of the "Washington Consensus." The Washington Consensus was created throughout the last some piece of the 1980s. The thought behind it was to arrange strategy creators in the creating scene, and especially to help powerless Latin American economies recuperate from the obligation emergency. So dependent upon this, the defenders of globalization think of it as a positive sensation in all regards and the adversaries think of it as the dangerous component of local and national societies because of beating the free enterprise and the increment in financial and political sizes. Due to this, the outcomes of globalization on distinctive parts of human life and diverse matters lead to the disintegration of understandings. The point of this part is to inspect the connection between globalization and improvement. So first the idea of globalization and its source are audite d and after that for better examination of this connection, the impact of globalization on diverse parts of development might be dissected. The creators accept that globalization lessens development emulating the diminishment of assortment in diverse parts of the social order including monetary, social, political and social sizes and slant to coordination and union which has a negative impact on enhancement. The term "globalization" has not an agreeable importance and distinctive definitions are given to it affected by ideological foundations of analysts. Some think about globalization the same as correspondence unrest, different has thought of it as a manifestation of post innovation and some different has viewed it as another type of states without outskirt. The hopeful perspective to this sensation has thought of it as an element for development, peace and companionship and the vicinity of countries, likewise richness of endowments and the negative perspective equivalents it to e mergency neediness and the vanishing of powerless groups and unequal rivalry.

Culture Wars and Teachings of the Past Essay Example | Topics and Well Written Essays - 1000 words

Culture Wars and Teachings of the Past - Essay Example This makes them edge when they hear other people drawing comparisons of the past and current happenings (Manning, 2003). History and all the aspects involved are not very palatable in many circles. This is pegged on the understanding that it is crucial to take time to understand the history and what it entailed. This will include digging up of past issues that will rub people in all the wrong ways. Opinionated facts about those that support standards and those that do not have taken centre stage for so many years. There is an example presented of women and many other minority groups that have risen in the historical issue. They have been linked to the formations and opinions that are currently applied in many decisions that are arrived at all over the world. Historians all over have supported this thought. This is with the realization that there is a connection between the way things are observed and what they were (McNay, 1999). This is what forms the cannons of their historical tea chings and observations. This has created the chance for them to teach history as they are expected to. This is with the mindset that as much as the past is the past, it has a relationship with the future. This is with respect to the mistakes made the successes endured and the strides that were made. This is at each and every step of the way as the general process of history was unfolding and taking centre stage. This is with respect to the raising of the historical standards or being content with aspects of multi culturalism that are being propagated and embraced (Dunn, 2000). Second Book Review- History on Trial The issue of the creation of national standards has had long standing complications. This is because every society has very many people that support and critic various ideologies. This is mostly the case in the event that they do not support the logic and opinions of the majority. Their diverse opinions, ideologies and beliefs, have created a system where it is practically impossible to relate (McNeill, 2009). The relationship that is drawn from all historical aspects ensure that it is seen the way that it is. The war is as a result of the diverse opinions that were arrived at during the formation of the national history standards project. The project had the sole aim of ensuring that historical standards were set. This was in relation to the general process of teaching and educating people in all aspects of history and all that it entailed. The historians propagate a system where they are entitled to the raised standards that will be used in many curriculums. They thought that the standards will have positive effects on the general process of teaching, analyzing and understanding history. This was arrived at because of the feelings that they had towards how history was being taught. Many historians supported this argument and the standards set (Nash, 2007). This was because it created a platform for them to ague objectively about the methodologies o f study. Historians take the study and understanding of history as a very delicate subject. They want history to be defined based on its overall aims, objectives and societal expectations. They want the platform to talk candidly about history and its effects on the way life is seen currently. This is based on the understanding that history

Information Systems Management (Travel and Tourism) Essay

Information Systems Management (Travel and Tourism) - Essay Example Today, computer programs are being designed to recognize patterns in large amounts, make decisions, and solve problems. Intelligence agents are knowledge banks, since they have knowledge of certain things. Generally, there are two types of artificial intelligence, including, weak AI and strong AI. The weak AI allows machine to work independently; however, it cannot compete with human intelligence, such that, computer cannot have a mind or conscious. However, computer with weak AI can only solve some types of problems, but not all. Strong AI is also the artificial general intelligence, which thinks cognitively, and functions like the human brain. However, for a strong AI to exist there is need for software that functions like human brain, a computer that can make billions of calculations per second. Q1 (ii): Communities of practice Communities of practice are groups of people who share a passion for something in particular and learn how to do it best; it mainly involves collective lea rning such as solving problems. They can vary in different forms, for instance, a group of engineers working on a particular issue or a group of managers concerned with a particular organization problem. This proves that learning is the main reason why people interact; however, not every community is a community of practice. For instance, a group of friends cannot be defined as a community of practice. A community of practice usually involves a domain of interest; therefore, membership entails commitment to the domain. Members normally engage in discussions and activities that help towards their interests. Unless people with the same interests interact, a community of practice cannot be formed. Activities involved may vary from problem solving, discussing development, visiting, mapping knowledge, and identifying gaps among others. Moreover, community of practice is mainly applied in organizations, government, educational institutions, and development projects among others. Q 1 (iii) : Data mining Data mining is the process of analyzing and extracting large data sets by using both artificial intelligence and statistics, in order to summarize the data in an understandable and useful way to the data owner. The wide use of information system leads to the accumulation of large data in businesses and on the website. Businesses can learn from the data transaction about the behavior of their customers in purchasing and they can therefore find ways of improving on their business through the acquired knowledge. Hence, data mining uses methods that allow extraction of useful data from large data that can be useful in decision-making. However, data mining is associated with the problem of market basket analysis, whereby, a business gathers information on the items that are mostly purchased by customers. Creating an effective layout of the business is important, for instance, it was discovered that most customers who purchase diaper especially the men always purchase a beer too and chips. Therefore, today, in most stores, beer is close to diapers and chips are close to beer, making it easier to meet their customer’s interests. The problem here is when applying the data mining technique of ‘association rule mining’. To be able to mine data, the data must first be collected from the

POLS 102 Essay Example | Topics and Well Written Essays - 500 words

POLS 102 - Essay Example The federal states have the authority to enforce regulations such as laws regarding minimum wages, discrimination in employment, religious freedom act, disability act, and violence against women (Otis & Scheb, 2011). However, since 1995, the Supreme Court has limited the reach of numerous federal laws and regulations passed by the congress thus curtailing their power to make unilateral decisions about the federal states. This controversy has brought struggle between state and federal interests. It has generated new legal challenges to federal regulatory statutes. Rights and liberties protection for human kind has been the primary role for the institutions such the courts. The Supreme Court has come in handy to provide guidelines on how provision of rights and liberties has been spelt out in the constitution regardless of laws governing different federal states. The constitution limits the government interference in civil liberties including federal courts. There have been a series of constitutional conflicts arising through policies created by the existing administration such as rights for detainees, rights of abortion, and disability rights, which have been forwarded with a political alignment contradicting the normal standards outlined by the bill of rights (Otis & Scheb, 2011). Despite of political pressure, several federal states have come out strongly to limit certain civil rights passed by Supreme Court such as gay marriages, rights for detainees, the controversial abortion rights; they have regarded them as socially unacceptable and u nnatural (Otis & Scheb, 2011). In conclusion, the Supreme Court has come out as the guardian to the constitution raising conflicts as it tries to limit the effectiveness o policies created by federal states, the congress, federal courts. This controversy raises serious questions on the jurisdiction of supreme courts’ powers over federal

Does Having a Strong Defense Make you an NBA Playoff Teams Essay

Does Having a Strong Defense Make you an NBA Playoff Teams - Essay Example Data have been obtained from the website, EPSN.com (http://espn.go.com/nba/standings/_/year/2010). According to this paper, a strong defense is equated to registering lower scores against for the respective teams, while entering the NBA playoffs is measured based on the percentage of wins registered by a team. For the purposes of this research, it will be assumed that a team qualifying for the play is supposed to win at least 60% of its games. However, this assumption will only be used for the purpose of developing descriptive statistics to use in this research. The descriptive statistics in relation to the percentage of wins registered by the respective teams are provided below. Although the table provides descriptive statistics for both variables, this section will focus on the variables relating to percentage of wins registered by the respective teams. This is considered a key determinant of any team that managed to make the playoffs. See the table below for the descriptive stat istics on this matter. Descriptive statistics N Minimum Maximum Mean Std. Dev. Variance Skewness Statistic Statistic Statistic Statistic Statistic Statistic Statistic Std. ... Considering that the results used in this study came from one season, they cannot be conclusively said to represent all seasons. For this reason, a t-test is performed to evaluate the results of a larger sample at various confidence intervals. One-Sample Test (95% confidence) Test Value = 0 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Percentage wins by the teams 17.046 29 .000 .50000 .4400 .5600 From the table above, at a 95% confidence level, the average percentage of wins is expected to be within .4400 and .5600. One-Sample Test Test Value = 0 t df Sig. (2-tailed) Mean Difference 90% Confidence Interval of the Difference Lower Upper Percentage wins by the teams 17.046 29 .000 .50000 .4502 .5498 At a 90% confidence level, it is expected that the mean will be within the range of .4502 to .5498. One-Sample Test Test Value = 0 t df Sig. (2-tailed) Mean Difference 99.9% Confidence Interval of the Difference Lower Upper Percentage wins by the teams 17.046 29 .000 .50000 .3927 .6073 At a 99.9% confidence level, it is expected that the mean will be located between .3927 and .6073. One-Sample Test Test Value = 0 t df Sig. (2-tailed) Mean Difference 99% Confidence Interval of the Difference Lower Upper Percentage wins by the teams 17.046 29 .000 .50000 .4191 .5809 At a 99% confidence level, it is expected that the mean will fall within .4191 and .5809 Testing hypothesis At the hypothesis stage, it was presumed that teams that made the playoffs recorded at least a winning percentage of 60% within a season. The hypotheses described below are therefore based on this assumption. These include:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   H0: 40     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   H1: 40   The test for this hypothesis is based on 30 teams. According to the findings, the mean

POLS 102 Essay Example | Topics and Well Written Essays - 500 words

POLS 102 - Essay Example The federal states have the authority to enforce regulations such as laws regarding minimum wages, discrimination in employment, religious freedom act, disability act, and violence against women (Otis & Scheb, 2011). However, since 1995, the Supreme Court has limited the reach of numerous federal laws and regulations passed by the congress thus curtailing their power to make unilateral decisions about the federal states. This controversy has brought struggle between state and federal interests. It has generated new legal challenges to federal regulatory statutes. Rights and liberties protection for human kind has been the primary role for the institutions such the courts. The Supreme Court has come in handy to provide guidelines on how provision of rights and liberties has been spelt out in the constitution regardless of laws governing different federal states. The constitution limits the government interference in civil liberties including federal courts. There have been a series of constitutional conflicts arising through policies created by the existing administration such as rights for detainees, rights of abortion, and disability rights, which have been forwarded with a political alignment contradicting the normal standards outlined by the bill of rights (Otis & Scheb, 2011). Despite of political pressure, several federal states have come out strongly to limit certain civil rights passed by Supreme Court such as gay marriages, rights for detainees, the controversial abortion rights; they have regarded them as socially unacceptable and u nnatural (Otis & Scheb, 2011). In conclusion, the Supreme Court has come out as the guardian to the constitution raising conflicts as it tries to limit the effectiveness o policies created by federal states, the congress, federal courts. This controversy raises serious questions on the jurisdiction of supreme courts’ powers over federal

Individual Critical Reflection Essay Example | Topics and Well Written Essays - 1750 words

Individual Critical Reflection - Essay Example To the best of our abilities, members of the group adhered to Saunder's (2007) advice regarding primary data collection and sampling procedures. In retrospect, however, and having read much more on data collection, I would have approach the procedure differently. In the first place, in order to ensure the reliability and validity of the primary data, I would have requested permission to audio-record the interviews from the respondents. Not only would this have preserved the respondents' answers as given, rather than their subsequent, possibly biased, reinterpretation from interview notes drawn up by the researchers, but would have evidenced the validity of the data. Further to that, I would also followed Miles and Huberman's (2005) advice concerning the establishment of construct validity. Insofar as the aforementioned necessitates the establishment of a chain of evidence throughout the data collection process, audio-taping the interviews would have been important. It would also have necessitated presenting the respondents with a copy of the study for their review and the verification of information through several sources of information. This process is, needless to say, infinitely more time-consuming than that which we adopted for the purposes of this study and, definitely more complex. Nevertheless, given the extent to which it would have contributed to the validation of the study and allowed for the generalisation of its findings, I would have chosen to adhere to this strategy. Individual Contribution Working as part of a team is complicated and, more often than not, a source of extreme tension. It entails trusting a part of one's grade, one's future, to others and, by no means, is this easy to do. Therefore, even though all the team members did their part and none were left holding the slack of others, I personally prefer doing my work myself. For this reason, I had no objections whatsoever to the workload assigned to me by the group leader, despite the fact that it somewhat exceeded the work load assigned to other team members. As a matter of fact, considering that I wanted to achieve the highest grade possible on the team project, I actively welcomed any work assigned to me, knowing that I will do my best to ensure that it meets with the highest standards possible, at least to the best of my ability. It is, thus, that I took responsibility for critical sections in the literature review; more specifically, I researched and wrote the parts ob coffee shops and Fairtrade products. I also was responsible for designing and completing the time-table, writing the interview permission letters required for the purposes of gaining permission to conduct interviews with employees of fair-trade companies, processing the primary data using SPSS, answering all the objective questions and finalising the work of other team members. As I noted at the outset, I often did more than my share but I did it on a voluntary basis as, quite honestly, the more work I did for the project, the more reassured I was regarding quality. Given that, from my perspective at least, the work submitted by other group members displayed substantial effort and high quality, I have to admit that the problem lies with me. I have not yet learnt to

Stakeholders and the One Industry Town Essay Example for Free

Stakeholders and the One Industry Town Essay 1. Identify the stakeholders that influence and/or that are influenced by the company’s decision. The appropriate identification of stakeholders is very important to business corporations as one approach to understanding the environment in which they operate. According to this case, there are insufficient eligible workers in the immediate area and workers would have to be attracted from other communities. Employees want to have the convenient transportation of back and forth. And onside accommodations are feasible for them. However, if the company decided to build and maintain a road, they will spend too much money on it. 2. Use the stakeholder mapping matrix to plot the stakeholders based upon their support or opposition to the plant and their importance to the decision. The stakeholder matrix mapping methodologies give managers a practical approach to assessing the influence of stakeholders. Matrices can be based on a variety of dimensions and designed to suit the company’s purpose in stakeholder understanding. Using the stakeholder mapping matrix to plot the stakeholders based upon their support or opposition to the plant can ascertain the likely impact of stakeholder demands on the company’s strategies and identify appropriate courses of action to counter influence these demands. 3. Make recommendations to management how they should establish relationships with various stakeholders. The company’s arrangements must be in place to understand the relationships and ultimately to interact with stakeholders. The company can allow employees to adopt new ideas from external networks and encourage the employees share their information and work collaboratively. Expropriate to Expedite Development 1. Who are the stakeholders involved in this situation and what are the issues? The stakeholders are Developers, St. John, 19 property owners, Brendan Murphy, and City Council. * Developers indicated in building a hotel in downtown. * St. John’s wants the area to be developed because if it developed, the area would be a source of taxation revenue. * 19 property owners, the developers were successful in negotiating purchases with 19 property owners. * Brendan Murphy, who is only one of 20 owners, and only he refused to accept the offer from Developers. * City Council, the City Council thinks it was in the public interest to develop the site as employment opportunities. 2. Should governments have the authority to expropriate private property? Yes, I think so. Because government expropriate private property in order to develop public facilities such as parks, public library, and roadway and so on. It is conducive to residents’ daily life. In addition, it is a good way to create more employment opportunities. 3. What are the implications of the practice of the government expropriating property for the purposes of private development? First implication is the government is a non supportive Stakeholder, because government is trying to reduce the organization’s dependence on stakeholders. Then, Developers are the supportive Stakeholder such as Langton Green Development and Halifax-based Pacrin Hospitality Services. They are estimated to cost between $30 and $40 million to develop the area.

Lexis Treatment in Language Teaching

Lexis Treatment in Language Teaching Part 1. Examine the treatment of lexis in two course-books. How are the items introduced, practised and tested? Take into account the authors intentions and illustrate your account by close reference to one unit/chapter from each book â€Å"we need to see English language teaching as located in the domain of popular culture as much as in the domain of applied linguistics.† (Pennycock, 1998, p162 cited in Harmer, 2001, p94) For the purpose of this essay, lexis is defined simply as the words that make up a language. It includes all levels from morphemes to lexical phrases (Nattinger, 1988 cited in Harmer, 2001. It also includes the manner in which we ‘recast’ and reframe words with those that are similar, equivalent or alternative in order to fix, or negotiate (McCarthy, 1990), our understanding of the meaning. The two selected course texts, Cutting Edge (Cunningham Moor, 2004) and Matters (Bell, Gower Cunninham, 1998) both integrate elements of a lexical syllabus into their approach. In the following two sections – Module 8 of Cutting Edge and Unit 6 of Matters (see Appendix 1) – lexis is introduced and expanded through a number of methods. Whilst Cutting Edge expounds an engage- practise activate style (Harmer, 2001) of learning cycle (see Walmsley, 1979 cited in Els et al for a exploration of unit based teaching cycles), both combine a discovery learning style with more traditional grammatical constructs. For example, Unit 6 of Matters is entitled Are You Green?. The subject area is the natural world and the subheading is the environment. The language focus of the unit is: â€Å"†¦sentence structure, in particular defining relative clauses (sometimes known as identifying or restrictive clauses); clauses of purpose and clauses of result and  reason.† (Matters, Bell Gower, 1998, Unit 6) This unit introduces a range of vocabulary and contextualises both its language style and content initially through a magazine article. These are then expanded through an intentionally inflammatory ‘interview’. The exercises, although sometimes appearing initially divorced from the previous exercise, conform to a learning cycle approach. They relate to earlier learning as well as serving to re-enforce the meaning of the vocabulary and its contexts. The focus on relative clauses, as with lexical phrases, aims at acquiring a familiarity that enables the students to specific forms more naturally and correctly. In both texts, the material is introduced through oral presentation, discussion, reading and written work. Brainstorming serves t is similar to Greens (1993) word wall in that it provides the vocabulary and offers the opportunity for visual and oral re-enforcement. Cutting Edge has a Language Focus Section. This follows the same practise of building language familiarity through building ‘comparisons and talking about similarities’ (Cunningham Moor, 2004). Both use individual pictorial comparison followed by group discussion to re-enforce vocabulary and make connections to specific situations. As with Matters the same language is used in several formats – a listening and a reading activity. It is worth nothing that both texts recognise how age and culture affects the contexts of a lexicon. Matters warns that: ‘ In multinational classes, be careful: not all countries have the same level of sympathy for and awareness of environmental issues and scientific jargon’ (Bell Gower, 1998, Introduction). They acknowledge that, as Bowerman (1978) states, ‘Lexical rules are language – and culture – specific.’ (cited in Larsen-Freeman Long, 1991). However, both programs aim to move a student away from lexical over-generalisations (Backhouse, 1994) and increase depth of knowledge and breadth of vocabulary. Backhouse (1994) relates lexical development to intra and extra – lingual processes ie the â€Å"semantic relations which hold between lexical items in a given language.† (p.19) and the â€Å"paradigmatic relations† or the specific fields that define meaning within that context. Assessment of student understanding looks at how individuals develop vocabulary around a subject area through discussion, class response and exercises. In essence, it appears that both texts use a ‘field theory’ approach that allows for lexical compartmentalisation and a hyponomic (see McCarthy, 1990, p19) focus on developing associated meanings (Carter McCarthy, 1988). However, they do not limit themselves to associating specific vocabularly within specific fields. â€Å"Lexical phrases or ‘language chunks’ are like prefrabricated building units.† (Lewis, cited in Harmer, 2001, p.21) Part 2. How effective is the treatment of lexis in the two chosen units for a group of learners with whom you are familiar? What changes would you make in using these units with the learners you have identified? Class Profile This class consists of seventeen males and five females, all L1 Arabic speakers. They come from six countries throughout the Middle East and North Africa. It is an intermediate level class. 30% are students, 40% are supervisory/managerial levels of employees in Government departments or from private businesses. 20% are self-employed private businessmen and the remaining 10% are homemakers. The age range is 20-58 years. They are currently about half way through a twenty week English course. Whilst the treatment of lexis in the two chosen units is efficient and effective, it does benefit from some individual tailoring towards the above class. For example with some of the students I would perhaps encourage a move towards a more self directed learning plan (Pemberton et al, 2001). Others need more scaffolding. I have also tried to cater for learning styles so that a variety of exercises are supported by a variety of materials and presented in more than one way. I have not simply repeated specifics, but changed the way they are communicated. Clearly, cognitive tools vary according to each individual and the situation so no assumptions should be made (see Papademetre Scarino, 2000 for an exploration of class and culture) based on ones own parameters. However, the attached are two lesson plans that I have adapted to suit this class. These are adapted to work on this classes particular understanding of certain collocations. Common patters are re-iterated: verb + noun (fly a kite) adjective + noun (a light snowfall) adverb + verb (to boldly go) adverb + adjective (totally different) adjective + preposition (similar to) noun + noun (a collocation dictionary) (adapted from http://www.eli.ubc.ca/teachers/lexicon.html) However, as Schmitt 2000) and Thornbury (1999) both stress, idioms, idiomatic phrases and expressions – especially those with different meanings are further developed. The aim is to provide the students with an all round lexical confidence supported by a good knowledge of vocabulary as well as lexical phrases. Where specific lexical approaches have been used, they are mentioned in the lesson plans and sequences. Class of 22. Level Intermediate 02 TITLE: ARE YOU GREEN? Adapted from Matters- Intermediate (Bell Gower, 1998) Unit 6 Date 31st January 2006 Lesson duration 60 minutes Resources: handouts, cassettes, audio-player, white-board, OHP and transparencies Course text books Lesson Aims: Reading skills: magazine article on the ‘ungreen’ Moore family Comprehension check. Vocabulary and pronounciation skills Develop familiarity with colloquial and informal spoken and written English. Develop language for use both in and out of classroom. Develop language around a major current topic – environmentalism – that is widely relevant Awareness of word fields Contribute to discussion Contribute to brainstorming sessions Work independently with confidence Work confidently with lexical variations eg the ‘schwa /?/ Familiarisation with colloquial English publications (newspaper, magazines, journal excerpts etc) Contact with everyday English Teacher modelling Raise student awareness eg of pronounciation and meaning changes through stress syllabuls. Phrasal words Language ‘chunking’. Awareness of expression and collocations, their usefulness and frequency Develop OHP transparencies or posters of mind maps and word fields Anticipated Problems problems with reading new vocabulary technical problems eg OHP, audio-player timetable fit have a ‘hit list’ of potential problem words and definitions ready elicit and drill (time allowing) problem words where possible encourage students to develop a ‘power word’ list (Cary, 2000) of their own. Have English/Arabic dictionaries ready but use to note and refer to later Stand-by handouts if OHP fails Stand-by audio player Ensure good time keeping 19.00 19.05 19.05 19.15 19.25 19.30 19.35 19.45 19.50 20.00 Introduction and warm up. Small talk, humour or anecdotes etc Elicit the word green and discuss culturally specific colour associations eg in the UK blue can mean sad, yellow cowardice, red danger and green innocence, jealousy or environmental issues. Discuss and support with modelling and writing on white board. Lexically this exploration of meanings associated with colour will help students understand language extension, engage through subject matter, encourage higher order thinking and build vocabulary necessary for the lesson. Pairwork. Set the theme: two environmental problems facing the world presently ie global warming, loss of wildlife and habitiat etc. Elicit words and write on board. Set students to work together on this. The connotations associated with environmental issues eg wildlife, habitat loss, global warming are real and relevant to most students. This exercise requires students to develop a lexical framework to support both facts and opinions and know which areas they wish to find more language to fill. Ask students if in their countries they have an equivalent of the Green/Environmental Party? Explain what the Greens are and stand for. Set a discussion of this again in pairs. This has the same lexical aim as the previous section. Display a picture or poster of the Green Party on the white board. In pairs of threes read Are these people criminals? When finished reading, complete the exercise matching the paragraph number with the figure or object on the right of the page (see appendix 1) Read through the answers with the students. Matters, p42/43. Set exercise 2 p.43. to do individually or in pairs. Lexical rationale – aim for students to use and apply new language. Go through answers a to e with the students, giving a verbal explanation of each and support on the white board. Ask students to work in pairs and make a list of verbs on handouts eg: save, recycle, buy, ban, use, prevent. Show the students how these can be used in collocations and phrasal words from the text. Lexical rationale – starting to extend vocabulary into actions associated with environmentalism and using a discursive exercise to encourage their recognition and usage. Handouts Set exercise 3, a practise in relative clauses, and give out handouts. Students read through the test and complete it. Go through the answers with students answering one by one. Lexical rationale – aims towards students developing referencing skills by looking up words either individually or in pairs. Listening and speaking skills: pronounciation focus on the schwa. Students listen to the recording and take notes. Go through the exercise marking the syllables and stress in word pronounciation. Go through the answers on the white board. Lexical rationale – as part 1 explored, pronounciation and stress hightens student awareness of how intonation affects meaning. Second tape recording. Listen to the second recording and go through the rubric with the students. Students give answers back around the class and then practice in pairs the sentences in exercise 2. Matters p.45. Lexical rationale – extension of pronounciation focus. Wordspot focus. A lexical exercise to recap, re-iterate and re-enforce. FINISH. Issue handouts of target text. Put a transparency of the â€Å"Something† word-field flow chart on the OHP. Divide the students into A’s and B’s. A reads the instructions on p.135 and B on p138. (answering each others questions.) Issue handouts f the word-field for homeword and ask students to add at 4-5 new phrases with ‘something’ in them. Follow up first thing next lesson. Develops autonomous lexical growth at students own rate of learning ie with no time pressure Class of 22. Level Intermediate 02 TITLE: Adapted from Cutting Edge – Intermediate (Cunningham Moor, 2004) Module 8 Date 04th February 2006 Lesson duration 60 minutes Resources: handouts, cassettes, audio-player, white-board, OHP and transparencies, Course text books Lesson Aims: To reinforce reading and listening skills To reinforce comprehension. Vocabulary and pronounciation skills Develop familiarity with colloquial and informal spoken and written English. Develop language for use both in and out of classroom. Awareness of word fields Contribute to discussion Contribute to brainstorming sessions Work independently with confidence Establish preparation for next class Reading and listening exercises Vocabulary building exercises Excerpts taken from Cutting Edge follow on from previous reading and listening exercises but focusing on how to use words (nouns, verbs, adjectives) in phrases and collocations used in everyday English Teacher modelling Phrasal words Language ‘chunking’. Awareness of expression and collocations, their usefulness and frequency Develop OHP transparencies or posters of mind maps and word fields Set grammar/language points, p44 (Matters), for home work reading (using scanning and familiarisation) in readiness for the next class Anticipated Problems Some problems with reading and pronounciation problems with reading new vocabulary technical problems eg OHP, audio-player timetable fit have a ‘hit list’ of potential problem words and definitions ready elicit and drill (time allowing) problem words where possible encourage students to develop a ‘power word’ list (Cary, 2000) of their own. Have English/Arabic dictionaries ready but use to note and refer to later Stand-by handouts if OHP fails Stand-by audio player Ensure good time keeping Rationale for lesson focus Students need to practice their reading, listening and speaking skills more. They need to further their informal vocabulary In the previouse lesson (Are you Green?) issues were featured and discussed at some length. This lesson aims to restore a balance and put into perspective the alternative view featuring some of the benefits of the modern world so it is not always perceived as a wholly negative experience as can be construed by ‘Green/Environmentalist’ action groups. This could be important to avoid confusion in some students minds. (The fact that alternative opinions exist regarding the controversy surrounding this subject across the world. Timing 19.00 19.05 19.10 19.15 19.20 19.25 19.30 19.40 19.55 20.00 Introduction and warm up. Go over points from previous lesson. Small talk, humour or anecdotes etc (if time permits!) Review homework exercises concerning phrases and collocations from ‘Something.’ Appoint one student to write the answers on to the chart of white board. Go around the class an dget their answers and their explanations from each student. Tell students to note down answers. Brief review of work then move on. Flip chart of ‘somethings’ word-filed attached to white board. Focus and elicit upon the words inventor and successful. Get associated words too – invent, invention, succeed from the students. Ask students to predict/guess what kind of advice/information will be found in the text from comparing pictures on the left to those on the right. Handouts. Issue reading excerpts ‘How to be a successful inventor.’ Tell students to scan through the reading in 2-3 minutes. Read text individually. (Cutting Edge Teaching notes and coursebook.) Check for understanding especially words and phrases like light bulb, to be patient, purpose, to understand the porential of something, a dot, a s screen, a button, a know. Lexical rationale – re-enforcement of vocabulary plus the added re-pronounciation of read words, explanation of phrases indicates a development allowing for lexical phrases as well and comparative meanings. Put the answers on the OHP and go through these one by one. Handouts and transparency. Group work. Set students to discuss this task in groups of four or five. Apoint one from each group and get their feedback in turns. Listening and vocabulary skills (Cutting Edge, p.81) Handouts. Pronounciation and pair work. Emphasise with the students beforehand that they only have to identify which machines are being discussed in the tape. Do one example for the students in A. Press tehbutton down then play cassette 1 stopping after each phrase is used to check answers. Discuss the answers to B in pairs. Pair work. Set task 3, p81. Give students a few moments to think it over, preferably ones their partner is unfamiliar with students can draw it to explain it to the, Use examples each student is familiar with personally. Go around the class helping and prompting as needed. Explain using examples what a compound noun is. Go through the two rules – noun + gerund and gerund/noun + asdjective on the whiteboard. Repeat a couple of examples showing where the stress is to be found in both words ie laptop computer. Etc Lexical rationale – as covered in part 1, stress is extremely important for realisation of language variability and meaning. In this case the lexicon is integrated with a grammatical function. Pair work and individual response help to focus students on the task in reinforce the lanaguage learning. Give the students a little time to work this out then play cassette 2. Listen and practise pronouncing the words before giving out the answers to the pronounciation task. Set home work task (reading to familiarise only) Cutting Edge p81 handout. FINISH read ahead of time p44, Unit 6, Matter’s Intermediate Unit 6. Go over again also the reading and pronounciation work taught in class today in preparations for the next lesson’s review of this. Check students again for clarification and understanding of these. References Backhouse, A.E. (1994) The Lexical Field of Taste: a semantic study of Japanese taste terms. Cambridge, UK: Cambridge University Press Bell, J., Gower, R. Cunningham, G. (1998) Intermediate Matters. Harlow, Essex: Longman. Carter, R., McCarthy, M. (1988) Vocabulary and Language Teaching. Harlow, Essex: Longman. Cary, S. (2000) Working with Second Language Learners: answers to teachers top ten questions. Portsmouth, USA: Heinemann Cunningham , S. Moor , P. (2005) Cutting Edge – Intermediate (14th Impression) Harlow, Essex: Pearson English Language Teaching, Longman. Green, J. (1993) The Word Wall: teaching vocabulary through immersion. Ontario, Canada: Pippin Publishing Ltd. Harmer, J. (2001). The Practise of English Language Teaching. Harlow, Essex: Longman Krause, K., Bochner, S., Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria: Thomson. Lewis, M. (1993) Implementing the Lexical Approach. UK: Language Teaching Publictions Larsen-Freeman. D., Long, M (1991) An Introduction to Second Language Acquisition Research. Harlow, Essex: Longman McCarthy, M. (1990). Vocabulary. Oxford, UK: Oxford University Press. Papademetre, L. Scarino, A. (2000) Integrating Culture Learning in the Languages Classroom: a Multi-perspecitive Conceptual Journey for Teachers. Melbourne, Australia: Language Australia Pemberton, R., Toogood, S., Ho, S. Lam, J. (2001) Approaches to advising for self-directed language learning. In Learner Autonomy (Leni Dam, Editor) The AILA Review 15, pp. 16-26 Schmitt,N (2000) Vocabulary in Language Teaching. Cambridge, UK: Cambridge University Press Thornbury, S (1999). How to Teach Vocabulary Harlow, UK: Longman Websites Parallel Processing. JamesL.McClelland TimothyT.Rogers. Accessed 7 February 2006. http://www.nature.com/nrn/journal/v4/n4/abs/nrn1076_fs.html;jsessionid=98854A4BE16819AEB3B2C4220B9A470D Lexicon http://www.eli.ubc.ca/teachers/lexicon.html accessed 9 February 2006

Women Sport Athlete Injuries Essay -- essays research papers

The number of girls and women participating in all levels of sports has risen greatly in recent years, and the way they play has changed too. Women's sports used to be played by a slow defensive style. Today, the sports are played with speed, precision, and power. With these changes have come increased injuries, and female athletes have higher injury rates than men in many sports. Knee injuries have been rising in female sports. Anterior crutiate ligament (ACL) injuries have become the most common injury in the knee to female athletes. Females are four times more susceptible to injury then men.   Ã‚  Ã‚  Ã‚  Ã‚  The ACL is a dynamic structure whose main function is to provide primary restraint to anterior tibial subluxation. It provides secondary restraint limiting internal rotation and restraint with the knee in full extension. Along with the posterior crutiate ligament, it provides the axis for knee rotation and links rotation with flexion and extension.   Ã‚  Ã‚  Ã‚  Ã‚  The ligament is primarily made up of two bands, the anteromedial and posterolateral, and an intermediate band sometimes present. The ACL runs from the posteromedial portion of the lateral femoral condyle in an inferior, anterior, and medial orientation to an area just lateral to the medial tibial eminence. The posterolateral band is tightest when the knee is in extension, and the anteromedial band is tightest with the knee in flexion.   Ã‚  Ã‚  Ã‚  Ã‚  The majority of ACL injuries suffered during athletic participation are of the noncontact variety. Three main noncontact mechanisms have been identified planting and cutting, straight-knee landing and one-step stop landing with the knee hyperextended. Pivoting and sudden deceleration are also common mechanisms of noncontact ACL injury. Basketball, soccer, and volleyball consistently produce some of the highest ACL injury rates across various age groups. Other activities with a high rate of injury are gymnastics, martial arts, and running. In most sports, injuries occur more often in games than in practice. Many injuries have occurred during the first 30 minutes of play. One-reason physicians are seeing more ACL injuries in female patients that more women play sports, and they play more intensely. But as they continued to do more studies, they are finding that women's higher rate of ACL is probably due ... ...tead of one big one. Building your leg muscles, especially your hamstrings can help prevent ACL injury. Be thoroughly warmed up before jumping and pivoting hard. It is a good idea to be actually sweating when you are warming up. When you are exhausted, you shouldn't be playing. Never play in pain and if the pain continues to return when you begin to play again after resting. Some shoes are too good for playing. If there is too much traction, your foot won't give way on fast stops, and the resulting torque on your knee can rip the ligament. Lastly, stick to a sport you love. If you think you are insecure about the sport you are in, and feel that it is too risky, then go into something that makes you feel comfortable.   Ã‚  Ã‚  Ã‚  Ã‚  Females have taken great strides to be able to accomplish as much as males in a male dominant world. Women are more competitive and are able to play at great intensity that was thought impossible several decades ago. It is sad that women have many factors against them, making them more susceptible to injuries. Injuries occur all the time. Although there are many suggestions as to how to prevent ACL injuries, we cannot control everything.

Personal Framework Essay

In spite of the variety of approaches and therapeutic paradigms, available to professional psychologists and counselors, they often tend to prioritize one or two frameworks as â€Å"personal† ones. The present paper discusses the case of 67-year-old widow, suffering from grief and struggling with the challenges of solitude. For instance, if the professional, responsible for administering and planning therapies relies mainly on psychodynamic psychotherapy, is likely to focus on the woman’s unconscious motivations and attitudes. The recently widowed woman will attend sessions once or twice a week in case she is relatively stable emotionally and discuss her dreams, spontaneous thoughts and cognitions. Given that psychodynamic approach is based heavily upon Freudian personality structure, the specialist is more likely to focus on the woman’s relationship with her husband so that she can resolve the inner conflict and eliminate her survivor’s guilt (Boylan, Mally & Reilly, 2001, p. 68). Psychodynamic therapist will also discuss the woman’s early years in order to find out the actual destructive patterns in her attitudes and behavior and gradually remove them by explaining and elucidating the causes of her current state. If the woman suffers from acute and pervasive emotional states, the follower of schema therapy will search for the negative maladaptive pattern, which creates obstructions to accepting the loss of the spouse (Young, Klosko & Weishaar, 2003, p. 11). Schemas are â€Å"comprised of memories, emotions, cognitions, and bodily sensations regarding oneself and one’s relationships with others and are developed during childhood or adolescence† (Young, Klosko & Weishaar, 2003, p. 7). After learning the patient’s history, the therapist is likely to find a pattern of strong fear of loneliness or a similar destructive schema. Taking into consideration the woman’s temperament, the specialist will restructure this fear by teaching self-sufficiency and focusing her attention on the positive psychoemotional and sensational patterns, associated with the content with life (e. . pleasure of breathing fresh air, eating, playing with grandchildren and so forth). The follower of solution-focused perspective is likely to begin with the so-called miracle question in order to determine the aspects of life (emotions, experiences) the woman lacks (Boylan, Mally & Reilly, 2001, p. 34). The woman will need to imagine her spouse h as returned and define the first signs of the miracle, her actions, intents and feelings. Furthermore, the counselor asks questions to identify the patient’s strengths, skills, talents and abilities and begins to encourage her by phrases like â€Å"I understand your hardships, but I am really amazed by the fact that you are act as an assertive person and manage to put all your decisions to practice†. Session by session, the specialist gradually orients the patient to using her strongest points and abilities like critical thinking, determination or proficiency in certain activities and areas. Cognitive behavioral therapist is likely to employ the ABC model of psychological change and establish the relationship between the activating event (the loss of the husband), wrongful and faulty beliefs and consequences (Boylan, Mally & Reilly, 2001, p. 38). For instance, the woman might believe she is helpless without her husband or that nobody needs her any longer as she has lost her spouse. Further, the therapist is likely to challenge her wrongful beliefs for the purpose of cognitive restructuring, so the patient will soon conclude that her life continues and act more constructively. This treatment approach implies a number of assignments including behavior change plans, emotions and cognition diaries, so the patient will also develop greater self-awareness and much better understand her thoughts, expectations, beliefs and intents. As one can conclude, although different treatment perspectives imply dissimilar methods of influence, they actually pursue similar goals, which necessarily include normalization of the person’s physical and spiritual well-being as well as social functioning.

Carl Jung’s Theory on Personality

All across America, literacy and early education of children has become the focus of concern for parents, teachers, and policy makers. Education has been positively linked to students’ future success in school, their likelihood to continue education past high school, and their future career opportunities. A strong foundation in reading and linguistics is a key factor in children’s academic development and future opportunities.As a result, a great deal of time, money, and energy has been invested in designing programs that focus on developing children’s knowledge and use of the English language in order to provide them with this necessary educational foundation. However, upon close inspection, it seems as though many of these programs focus on correcting only one or two of the many factors at work in the issue of illiteracy in America’s urban youth. While a variety of reading programs are available in almost every school, there are still a significant numbe r of illiterate and struggling students across the nation. Of particular concern is the school preparation of children from economically disadvantaged homes – children who continue to fare less well in school than more advantaged children† (Stipek 711). 40% of America’s fourth grade students lack basic reading skills, but the illiteracy rate increases to 68% for low-income rural and urban areas (Literacy Rates).Research has shown that children who grow up in poor, urban areas struggle the most with reading for a variety of reasons. Despite significant federal and state investments in compensatory education programs, persistent achievement gaps among students of various ethnic, socioeconomic, and linguistic backgrounds have been difficult to close† (Neuman 92). This shows that resources are available to schools and districts that face issues with low literacy rates, but the problem persists. In a study of gaps in reading achievement by Parkinson and Rowan, s tatistical analysis was done on the test scores of high-, average-, and low-risk students upon entering kindergarten through the end of third grade (Neuman 80).Placing these scores on a statistical normal curve helped determine how much the gap between these groups increased as education progressed, and showed significant evidence that socioeconomic factors impact the education of young children. These test scores were then used for further statistical analysis to determine the amount of additional instruction time it would take at-risk students to reach the same achievement level as average and low-risk students.By calculating the standard deviation of each group’s test scores, Parkinson and Rowan were able to then convert that to months of additional instruction necessary to decrease the gaps in reading achievement. In order to match high-risk students achievement with that of average-risk students, 1. 6 months of extra instruction would be necessary at the beginning of kin dergarten, but by the end of the third grade, the time had increased to 4. 7 months. When comparing high-risk and low-risk students’ achievement, 2. months of instruction were needed at the beginning of kindergarten, whereas the end of third grade required 7. 8 months (Neuman 80). While Parkinson and Rowan acknowledge variations and possible issues with the data they collected and analyzed, these calculations still show the effects of socioeconomic factors on educational achievement. In a similar study by Stipek and Ryan on disadvantaged preschoolers and academic motivation, this education gap is explored as a result of lack of motivation.Surveying and calculating the academic achievement of several classroom groups in preschool and kindergarten proved a similar gap in academic achievement to that found by Parkinson and Rowan. â€Å"The results of this study paint a clear picture of children from relatively low-income homes beginning school at a considerable academic disadva ntage† (Stipek, 720). Through several cognitive assessments of skills including problem solving, reading, and language skills, this study attempted to identify where students of low socioeconomic backgrounds struggled the most.Statistically significant differences were found in each of these assessments for each age group, so to further investigate these results, motivation and gender factors were researched as well. â€Å"In contrast to the findings on cognitive variables, the results revealed almost no motivation deficits for the economically disadvantaged children† (Stipek 721). What little differences were found connected to gender were rare and did not suggest any real pattern of academic achievement. While this study ooked into gender and motivation as factors in academic achievement differences, these proved insignificant to explain the achievement gap between students of varying socioeconomic backgrounds. Rather than continue to focus on individual factors, like gender and motivation, that had been proven to have little significance in explaining the education gap, other researchers have taken up the banner of family involvement and home environment on children’s academic development.According to McLoyd and Purtell, â€Å"contemporary esearchers tend to interpret links between family income and home environment within an investment model (i. e. , the notion that income is associated with children’s development because it enables families to invest in the human capital of their children by purchasing materials, experiences, and services that benefit the child’s development and well-being) rather than within a cultural deficit model† (Neuman 58). Reasoning behind this focus can be found in the history of urban areas and the families that live in them, presented by Shirley Heath.In the article Oral and Literate Traditions Among Black Americans Living in Poverty, Heath explains, â€Å"in the late 1980’s, nea rly half of all Black children lived in poverty, and most of these, especially in urban areas, grew up in households headed by a mother under 25 years of age who was a school dropout† (Heath, 3). She continues to explain how ethnic groups, linguistic differences, and religious or regional factors can make finding trustworthy childcare difficult for single mothers, putting further financial strain on the environment.Financial strain can have a negative effect on the focus put on education in homes with both parents and/or high socioeconomic status. This can also erode family bonds and leave students more vulnerable to the presence of drugs and other negative inner-city influences. By getting involved in drugs, gangs, and other harmful influences, education is forgotten, crippling academic achievement and future opportunities, and prolonging the cycle of poverty in poor urban households.While Heath explains the prevalence of this cycle of poverty through interviews and personal perspectives she collected, Manuel Bueno explains the many and persistent affects it has on early childhood development. â€Å"A shortfall in early childhood development will have irreversible consequences on individuals’ future lifetime opportunities. This will reverberate later in life in the form of lower quality jobs, lower wages, shorter life-spans, worse health and lower cognitive abilities, thus perpetuating an intergenerational cycle of poverty† (Bueno).Unlike many articles regarding early childhood development, Bueno also acknowledges the importance of non-nuclear family structures, emphasizing the importance of involving a child’s primary caretaker rather than the mother or father. Especially in poor urban areas, a household can include members of the extended family just as often as it can exclude a child’s biological parents. Bueno suggests creating early childhood development programs that are both multi-faceted and family inclusive.The most successful of the programs Bueno suggests is referred to as ‘parenting programs’ that work to include parents in children’s education to give them an active and responsible role in their child’s development, and provide reinforcement at home for the things learned in school. The value of these programs is also emphasized by a number of other authors. Charles R. Greenwood is one of the forerunners in the argument for the ecological-interactional-developmental model that investigates the home environment effects on early childhood development.He explains the Hart and Risley Code used to â€Å"measure individual children’s growth in learning to talk as well as the child’s language environment, consisting of parents’, siblings’, and friends’ talk heard by the child in the home and addressed directly to the child† (Neuman 116). By recording audiotapes of conversations and interactions, Greenwood was able to analyze thes e observations using Hart and Risley Code. Similar observations and analyses were made in classroom settings to study student’s responses to instruction.These findings were compared to those found in the home environment, where Greenwood explains some interesting connections. Through the use of Hart and Risley, Greenwood was able to find that children from families of low-socioeconomic status were spoken to less frequently and with fewer words. Children from similar socioeconomic statuses also scored lower on vocabulary tests and struggled with basic academic skills, which crippled their early literacy and school readiness by kindergarten age. By this research, Greenwood was able to conclude that children from low ocio-economic status were less exposed to language and therefore did not learn as much. Further investigation showed that this put a strain on the children’s school readiness, resulting in an education gap similar to that found by Parkinson and Rowan, which g rows as students’ progress in their schooling. Class wide peer tutoring is a program developed and implemented by several researchers, including Greenwood, to investigate whether or not students of lowsocioeconomic status families respond better to one-on-one instruction with a tutor outside of the classroom.For ninety minutes a day, four days per week, students met with a tutor on top of regular instruction to complete lessons in reading, spelling, and math instruction. Results indicated that these lessons â€Å"significantly improved students’ classroom engagement during instruction and reduced socially inappropriate behavior, while accelerating reading, language, and mathematics performance on standardized tests† (Neuman 125). Once the positive impact of this supplemental instruction was established, further research was conducted with peer-assisted learning strategies in which students share the role of teacher in small reading groups.Thirty-five to forty-fi ve minute sessions were conducted daily, in which students were broken up into groups of three to practice reading aloud to each other. Individual points are awarded and group totals are used to determine a ‘winner’ each day. The immediate affects this peer-assisted strategy were significant increases in accuracy, fluency, and comprehension of the material read by students (Neuman 122). After explaining the details of both the one-on-one tutoring and peer-assisted learning strategies, Greenwood discusses their effectiveness as the results showed about 59% of participants exceeded the achievement of non-participants. Students in urban settings, from low-income backgrounds, and of minority status experienced larger gains than students from suburban middle- to high-income backgrounds† (Neuman 126). It was also noted that younger students were affected greater than older students. This study shows that while peer tutoring and one-on-one instruction outside the classro om can improve student achievement, it cannot be used as a panacea for the achievement gap. While Greenwood put his focus on supplemental instruction programs to improve literacy in students from low socioeconomic households, Come andFredericks chose to investigate the involvement of parents in reading programs. They claim that poor families avoiding schools is frequently perceived by educators to be a lack of parental interest in children’s education and, upon investigation of an inner city Georgia school, found that 45% of the children had no one to read to them at home (Come 567). This school had developed several programs designed to help increase the self-esteem of children through parental encouragement and involvement in literacy development.One program designed to include parents in children’s reading was a monthly rewards system. If a student read with a parent for at least fifteen minutes each day for a month, it was marked on a calendar, submitted to the tea cher, and the student was rewarded for his or her accomplishment, boosting confidence and reading proficiency. This program was assisted by a school wide book exchange, in which the students themselves improved access to new reading material. When they brought two books to school, they could exchange one book for a book to keep and the other for a book to donate to their classroom library† (Come 569). Accompanied by a cross-age reading program that paired students in different grades for cooperative reading groups, this book exchange reinforced by parental involvement proved to have significant improvements on children’s reading aptitude in the inner city Georgia school. These programs proved to be useful in the development of student’s reading ability and confidence, as well as the involvement of parents in their children’s education.However, inner-city schools are frequently a melting pot of ethnicities and languages, which can put more strain on childre n’s education if schools do not include language development in reading programs. In a study done by William Louden, a project called Literacy in its Place was investigated to compare literacy programs in rural and urban schools. Initial research â€Å"suggested that the reported difference in urban and rural scores could be explained by differences in social class distribution between the country and the city† (Louden 1).When these factors were taken into account, surprisingly little significance was found. Instead, it was found that children from working class homes, specifically homes in which English is a second language or dialect, were more academically disadvantaged than other students. Louden focuses the rest of his research on professional development for teachers to better assist multilingual students and their parents become actively involved in mastering the English language and developing reading skills. While this supports the consensus of the previously discussed authors that hildren from low-income homes struggle more with school, it introduces language development as a new focus for further research. Mahiri and Sablo introduce research into language as a factor in academic achievement and literacy by investigating the voluntary writing of African American students in a California high school. â€Å"This study was initiated because, in our overall quest to look at ways that African American and youth culture could be used as a bridge to writing development, we wanted to learn more about the kinds of writing these students do for their own purposes outside of school† (Mahiri 165).In this case, writing is seen as an outlet through which students are free to express themselves in whatever vernacular they are most comfortable with, without conforming to school standards or expectations. By investigating students’ use of language in out-of-school settings, Mahiri and Sablo hoped to better link what schools view as importa nt and meaningful in lessons, and what students find meaningful in their daily lives.In this study, it was found that minority students were predominantly in basic and academic classes, as opposed to honors or advanced placement, and performing well below the average scores on standardized tests. Statistics provided by the school, which remained unnamed, showed a 44% failure rate for African American students that began as freshman there. Through an analysis of several pieces of literature written by the students included in the research, and the methods for instruction used by their teachers, little connection was found to suggest culturally relevant topics were being included in instruction.Students were applying information obtained at school to improve their skills and express themselves, but instructors made little effort to do the same. The teachers included in the study recognized that urban culture and schools were changing and that these changes would require them to adjust as well, but were having trouble doing so. Mahiri and Sablo also recognize that including culturally relevant material in school instruction and literacy activities would not solve the problems students faced with literacy development.However, their research suggests that it may help with the development of language and reading skills by giving students something that they can relate to and understand based on their own interests. Ernest Morrell addresses this in the article, Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth. Ernest Morrell, a former teacher in urban schools, claims that low academic achievement is not the result of a lack of interest, intelligence, or other personal factors in urban students.Instead, he suggests that the issue lies with a lack of access to curriculum and resources. Working from the correlation Mahiri found with urban youth literacy practices and the types of practices emphasized by schools, Morrell suggests that â€Å"any investigation of popular culture must emanate from and serve the interests of members of marginalized groups†¦where students and teachers learn from and with one another while engaging in authentic dialogue that is centered on the experiences of urban youth as participants in and creators of popular culture† (Morrell 2).As an example, he explains programs he designed and used in his own classroom, where hip-hop culture, popular film, and the media were incorporated into each unit. When beginning a unit on English poetry, Morrell introduced the importance of learning the context in which poetry was written to obtain a better understanding of the literature. The same idea was applied to hip-hop and rap music that students in the class were familiar with.For the final project, students were given rap songs to choose from and interpret based on contextual concepts and interpretations that apply to English poetry. As a result, students were inspired to create their own rap/poetry, and were able to better engage with the material because it was tied to larger social issues they could relate to. A similar idea was used in units on popular film and current media. Several movies related to books and assigned reading material were watched in class while students took notes comparing characters, writing styles, and story structure.News segments were also watched to help students analyze portrayals of stories in the media, conduct interviews, and complete a research project on a current topic in the news. Based on his observations of the students in his classroom, Morrell found that â€Å"critical teachers and teacher educators can use classroom-based research to prove that there are ways to meet the challenges the new century offers and turn them into opportunities to connect to the worlds of students, to promote academic achievement, and to prepare students for critical citizen ship in a multicultural democracy† (Morrell 4).Through an inves tigation of current studies being done on reading programs and language development in urban schools, it is easy to see what students struggle with and why. Students from urban neighborhoods tend to be poor working families where English may not be the primary language. Some researchers have interpreted the struggles of these students as a lack of involvement from parents and programs have been designed to better include them in their child’s education. While these have proven to be somewhat successful, they do not solve any issues beyond increasing parental involvement.Other less successful programs have been designed to increase students’ access to school resources, thinking that increased access will increase reading comprehension and proficiency. While this also proved somewhat successful, it can only be applied to schools where budget issues do not limit those resources. Family structure, student motivation, and gender have also been investigated as possible facto rs in the literacy of urban youth, but proved to have an insignificant effect.The most successful research and program development has been a result of combined individually researched ideas. Developing programs that incorporate popular culture has proven to engage students better than regular classroom material and often on more a personal level. Peer tutoring and other cooperative learning programs have proven to be somewhat successful because they allow students to encourage each other in their responsibilities, but this can by further increased by the inclusion of popular culture in the material.These ideas, in addition to increasing parental involvement and increasing students’ access to resources, have had the most significant impact on education and literacy development. It is the incorporation of urban culture into education that further research should be conducted on. By understanding what is important and relevant to students and including that in their education, a platform can be created from which literacy and language skills can be developed.