Comprehensive Writing Assessment Essay Example | Topics and Well Written Essays - 250 words

Comprehensive Writing Assessment - Essay Example The IT department seeks to remind tellers to follow the standard method of balancing ledgers, in order to ensure that all client accounts are properly reconciled. In recognition of this system knowledge deficiency, the IT department has designed a training program. All tellers, new and old alike are expected to engage in the program, so as to be fully conversant with usage of the system. Further scrutiny also revealed that the prompt screen for merge/consolidation does not appear consistently, which makes tellers post transactions prior to consolidating them. The assumption that the system automatically consolidates transactions has, therefore, been another key contributor to the problem of bounced checks. Therefore, tellers should not make an assumption that the system will automatically consolidate and merge. The IT department has also ensured that the icon that appears during the merge/consolidation is resized to be visible to the tellers. Additionally, restructuring and reprogramming the program was done to make sure that the correct prompt screen always appears with the icon always visible. The icon was a also located in a more prominent area of the screen for easy

Is Globalization Boon or Bane Research Paper Example | Topics and Well Written Essays - 3000 words

Is Globalization Boon or Bane - Research Paper Example You have already accepted the fact that rescuers may take days or even months before discovering you, so with all that was left the group struggled to start to live on a remote island. That would be for a while for sure. Here you are starting a community - away from technology, but with knowledge about it-you wonder if ever you will get by. If you survive, how long will it take you to build a replica of the city that you hope will be "lost" only for a moment? Tragic, it might seem, like a plot in movies shown in big screens, is the picture that such a scenario will project. Even more tragic are the emotions accompanying the players involved. This is far easier than what our ancestors have experienced though. Then, they only relied on crude forms for a weapon to shield them from their enemy. They had more ferocious animals as neighbors, no concepts of what makes society and culture flourish. To them "survival of the fittest" might best describe their manner of gathering their goods. No political system is yet conceived; the stronger group tends to manipulate the weaker ones. Even more astonishing is how they communicate with each other and how they were able to preserve their culture that became the foundation of a more developed, more complicated yet structured society that we now have. From their time to ours, inevitable movements and changes filled the vacuum (time and space connecting our past and future). We all became an agent of change-affecting and being affected in the process. In man's search for a better life, needs became more diverse, solutions more complicated. This required the creation of systems aimed at structuring every process and making any inconsistencies more evident and, in effect easier to manage.

Authors illustrate what is creativity

Authors illustrate what is creativity What is creativity? (not meant to provide an encyclopedic view of its primary object-matter Creativity has a rich and long history. Yet, the intriguing thing about it is that most people feel intuitively what creativity is, but find it hard to define it. The cause is the terms complexity and vagueness. There is, in fact, no single, authoritative perspective or definition of creativity. A few â€Å"personal definitions† by various famous authors may illustrate this disparity of views: Originality is the essence of true scholarship. Creativity is the soul of the true scholar. Nnamdi Azikiwe The creative person is both more primitive and more cultivated, more destructive, a lot madder and a lot saner, than the average person. Frank Barron Make visible what, without you, might perhaps never have been seen. Robert Bresson A hunch is creativity trying to tell you something. Frank Capra I have great belief in the fact that whenever there is chaos, it creates wonderful thinking. I consider chaos a gift. Septima Poinsette Clark Our inventions mirror our secret wishes. Lawrence Durrell â€Å"The creative individual is a person who regularly solves problems, fashions products, or defines new questions in a domain that is initially considered novel but that ultimately becomes accepted in a particular cultural setting.† Howard Gardner (1993): From things that have happened and from things as they exist and from all things that you know and all those you cannot know, you make something through your invention that is not a representation but a whole new thing truer than anything true and alive, and you make it alive, and if you make it well enough, you give it immortality. That is why you write and for no other reason that you know of. But what about all the reasons that no one knows? Ernest Hemingway Everything vanishes around me, and works are born as if out of the void. Ripe, graphic fruits fall off. My hand has become the obedient instrument of a remote will. Paul Klee An essential aspect of creativity is not being afraid to fail. Edwin Land The artist produces for the liberation of his soul. It is his nature to create as it is the nature of water to run down the hill. W. Somerset Maugham Creativity is not merely the innocent spontaneity of our youth and childhood; it must also be married to the passion of the adult human being, which is a passion to live beyond ones death. Rollo May When all is said and done, monotony may after all be the best condition for creation. Margaret Sackville Our current obsession with creativity is the result of our continued striving for immortality in an era when most people no longer believe in an after-life. Arianna Stassinopoulos â€Å"The ability to produce work that is both novel (original or unexpected) appropriate. The creative individual persists in the face of resistance.† Robert J. Sternberg (1992) In order to create there must be a dynamic force, and what force is more potent than love? Igor Stravinsky The imagination imitates. It is the critical spirit that creates. Oscar Wilde â€Å"Creativity is the ability to illustrate what is outside the box from within the box.† -The Ride It is almost as if you were frantically constructing another world while the world that you live in dissolves beneath your feet, and that your survival depends on completing this construction at least one second before the old habitation collapses. Tennessee Williams A line will take us hours maybe; Yet if it does not seem a moments thought, Our stitching and unstitching has been naught. W. B. Yeats What, then, is Creativity? Firstly, here is what it is not: Its not just a faculty reserved for artists (musicians, painters, actors), only for writers/authors, scientists, business leaders, or academic ‘stars Its not just for children. Throughout our lives it is a part of us and of our personality. Some people display and apply it more than others, and by doing so it defines their lives. Creativity is timeless. Verdi composed Falstaff at the age of 80. Titian painted many of his best works late in life, and lived to be 100. Tolstoy wrote Resurrection ten years before his death, 82 years old. Creativity has several meanings defined by the transitions Person?Process?Product The meaning of creativity is descriptive: Johnny is so creative! = Person The meaning of creativity is a happening: Children lose track of time when immersed in play = Process The meaning of creativity is the end result: What is produced or completed. = Product (www.sla.org/conf/conf_sar//Barrancotto%20-%20creativity.ppt ) A commonly accepted view of creativity is that it is a mental and social process resulting in the generation of new ideas, terms or concepts. In rare instances these new ideas, terms, or concepts may be original, i. e. unknown previously. Most often, however, they emerge as a result of new combinations of known (existing) ideas or concepts, improvements on them, and associations between them. The mental and social process called creativity must run in some real or virtual environment. This environment has been studied from many points of view and in many scientific disciplines, for instance in philosophy, behavioral and social psychology, psychometrics, cognitive science, artificial intelligence, economics, business, and management. The studies have focused on everyday creativity, exceptional creativity and even artificial (computer enhanced) creativity. The results of the studies show clearly and convincingly that whatever approach is creative in one field of human endeavor can hardly be applied directly in a different field and produce creative results. Thus, an approach that leads to some creative results in, say, mathematics or psychology, will not necessarily produce any creative results in art, business, or psychology. The studies, however, have not lead to any unique and generally applicable definition of creativity. In the absence of a generally valid and accepted definition of creativity, it is always possible to set up a pragmatic set of requirements creativity should satisfy. They might run as follows: Creativity must result in something â€Å"new† as perceived by the people involved. The term new can have a variety of meanings, possibly requiring litigations to prove the validity of this or that meaning. Creativity must result in something that in the eyes of the creators is â€Å"better†. Again what is better? It is a matter of individual or group choice and preference. At this point, we disregard ethical issues stemming from situations in which the creative effort of an individual or a group leads to something â€Å"better† is perceived as something (considerably) â€Å"worse† by another individual or group. Creativity must affect the human life in some way. This implies that the creative result can be or has been implemented, often by technical means. Creativity, as considered in this book, reflects the creativity of the typical segment of the human population, rather than the unique blend of ability, motivation and serendipity dramatically exceeding the social and psychological norm, and resulting in major breakthroughs. Such exceptional abilities were manifested in the works of Leonardo da Vinci, Mozart, or Fuller, to name a few exceptionally creative people. Creativity is a property inseparable from the creative man. It does not exist suspended in the nowhere. For this reason, a number of psychologists studied the circumstances under which creativity in man manifests and what the peculiarities of that person are. Before we review the most significant research efforts, it is good to review briefly the fields of human activity in which creativity has played a major part. Creativity in various contexts There are many perspectives and contexts in which creativity and its importance can and must be studied. This plurality of of views of creativity makes it hard, if not impossible, to file creativity under a single heading. The simplest solution is to consider the various approaches as undisciplinary, rather than trying to form a coherent overall view. The following sections examine some of the areas in which creativity is seen as being important. Creativity in psychology and cognitive science Psychology and cognitive science are the primary arenas for the study of the mental and social process resulting in the generation of new ideas, terms or concepts and any other forms of creative thought. A large number of famous psychologists have contributed to the study of the mental and social processes. Their work is reviewed in a separate section. Examples of psychological thinking and research can, however, be found in most branches of human endeavor. (A psychodynamic approach to understanding creativity was proposed by Sigmund Freud, who suggested that creativity arises as a result of frustrated desires for fame, fortune, and love, with the energy that was previously tied up in frustration and emotional tension in the neurosis being sublimated into creative activity. Freud later retracted this view.[citation needed]) Creativity in science and mathematics Mathematics is a highly abstract discipline that, nevertheless, permeates more and more other disciplines. At the same time, mathematics scares most students. From the point of creative thinking it is therefore natural to ask: How does a mathematician think to produce something new, better, and affecting the human life? Several outstanding mathematicians have described their thinking and summarized their views of creative mathematical thinking. The French mathematician Jacques Hadamard described the process in his book Psychology of Invention in the Mathematical Field, using introspection. Hadamards thinking differs from that of authors for whom language and cognition are inseparable in that it is, in his own words, wordless and often accompanied by mental images. Hadamard asked 100 leading physicists in the beginning of the previous century how they arrived at their problem solutions. Among his test subjects were giants of science, like Gauss, Poincarà ©, Helmholtz. He found that many of the responses were the same as his own, i. e. They viewed the whole solution suddenly and spontaneously (Hadamard, 1954, pp. 13-16). Helmholtz and Poincarà © ere personalities of their own class. ***** Referring to Helmholtz, Hadamards process comprises four steps (i) preparation, (ii) incubation, (iv) illumination, and (v) verification. It thus differs from the five-step model proposed by Graham Wallas in that Step (iii) intimation, was left out (ibid. p. 56). Another outstanding mathematician interested (in his latter days) in the methodology of problem solving was George Polya, of the ETH, Zurich. He wrote four books on the methods that people use to solve problems, and to describe how problem solving should be taught and learned. The books (the publication year is that of the issue used) are: How to Solve It (2004), Mathematical Discovery:On Understanding, Learning, and Teaching Problem Solving (1981); Mathematics and Plausible Reasoning Volume I: Induction and Analogy in Mathematics (1990), and Mathematics and Plausible Reasoning Volume II: Patterns of Plausible Reasoning (1990). The most important among these books probably is How to Solve It, in which Polya provides general heuristics for solving problems of all kinds, including mathematical ones. The book offers advice for teaching students of mathematics and comprises a mini-encyclopedia of heuristic terms. It sold over one million copies and was translated into many languages. Other mathematicians who made statements on the topic of problem solving include G. H. Hardy and Marie-Louise von Franz. In his Mathematicians Apology (1941), Hardy states, among others: I am interested in mathematics only as a creative art. The mathematicians patterns, like the painters or the poets must be beautiful; the ideas, like the colours or the words must fit together in a harmonious way. Beauty is the first test: there is no permanent place in this world for ugly mathematics. A mathematician, like a painter or poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas. I believe that mathematical reality lies outside us, that our function is to discover or observe it, and that the theorems which we prove, and which we describe grandiloquently as our â€Å"creations,† are simply the notes of our observations (Hardy, 1941). Marie-Louise von Franz collaborated with psychiatrist Carl Jung who worked on archetypes and patterns. According to Jung, archetypes organize images and ideas. This is an unconscious process that cannot be detected until afterwards. Marie-Louise von Franz discovered an important recurring factor: the simultaneity with which the complete solution is intuitively perceived and can be checked later by discursive reasoning (von Franz, 1992). Creativity in diverse cultures Creativity is a scientific concept that is mostly rooted within a Western creationist perspective. Franà §ois Jullien (1997, 1989) examines the concept from a Chinese cultural point of view. Julliens point of departure is the necessity to work on reducing the distance that separates the Chinese and the European modes of thinking, and restart philosophy. Fangqi Xu et al. (2005) reported on the availability of creativity courses in various countries. Lubart and Sternberg (1999) studied extensively the cultural aspects of creativity and innovation. The authors conclude that creativity, like intelligence, is something everybody possesses. Creativity can be developed. Creative people are able to generate/intuit new and possibly unpopular ideas. They can also work with determination to make these ideas accepted by others. Creative people have the willingness to take sensible risks to go against the crowd in effective ways. Creativity in art and literature Requirements on creativity in the arts and literature differ from the requirements in other fields. While in most fields of the human endeavor, both originality and appropriateness are necessary (Amabile, 1998), in the fields of art and literature creativity is reduced to originality only, as a sufficient condition. Yet, the fields of art and literature for most people represent the true domain of creativity. The different modes of artistic expression do not represent an entirely homogeneous environment. Yet, a continuum extending from â€Å"interpretation† to â€Å"innovation† can be postulated in all established artistic movements and genres. Here, practitioners gravitate to the interpretation end of the scale, whereas original thinkers strive towards the innovation pole. In spite of this coarse division, some â€Å"creative† people (dancers, actors, orchestral members, etc.) are expected to perform (interpret), while others (writers, painters, composers, etc.) get more freedom to express the new and the different. In judging theories of art, several alternatives can be considered. One alternative is the artistic inspiration, comparable to invention. It provides a taste of â€Å"the Divine† in the form of transmission of visions from â€Å"divine sources† such as the Muses. Another alternative is the artistic evolution, comparable to crafts. It focuses on obeying established rules and imitating or appropriating, which results in subtly different but conflict-free and understandable work. Finally, if the creative product is the language, there is the artistic conversation, as in any â€Å"-ism,† stressing the depth of communication. One of the basic questions in looking at artistic creativity, given the uniqueness of the artistic product, is the question of authorship. Many scholars have worked on it. Two rather similar views, even though a generation apart, are the views of the French philosopher Michel Foucault and the Serbian scholar Davor DÃ…Â ¾alto. Foucault claims that all authors are writers, but not all writers are authors. He exemplifies his thesis by the fact that a private letter may have a writer it does not have an author (Foucault, 1969). An author, according to Foucault, exists only as a function of a written work, as a part of its structure. However, the interpretive process is â€Å"the author function.† Thus, for a reader to assign the title of author to the writer of any written work is to confirm that certain standards of the text are working in conjunction with Foucaults idea of â€Å"the author function.† DÃ…Â ¾altos work (DÃ…Â ¾alto, 2003) is based on examination of the relations between personhood and authorship in the context of the post-modern society and the globalized world. His theory stipulates that art represents an expression of the personal identity of the human being, having an existential importance. Human creativity is a basic feature of both the personal existence of the human being and art production. Creativity is thus a basic cultural and anthropological category, since it enables human manifestation in the world as a â€Å"real presence† in contrast to the progressive â€Å"virtualization† of the world. In other words, approaching artistic creativity Foucault focuses on the author function, whereas DÃ…Â ¾alto talks about a real presence of human manifestation in the (possibly virtualized) world. Creative industries, professions and services Creativity is perceived as increasingly important in creative industries and related professions. Creative industries constitute a family of human activities that generate a non-tangible value expressible in monetary units, either by means of creating and exploiting intellectual property or by means of providing creative services. This heading covers such activities as art and antiques markets, architecture, advertising, design, fashion, film, music, performing arts, publishing, computer software services, radio, TV, and the like. Creative professions are any of those involved in the activities listed, including some aspects of scientific research and development, product development, marketing, strategy, curriculum design, some types of teaching, and similar activities. The creative professional workforce is becoming a more integral part of the economies of industrialized nations. It is estimated that in the USA alone, approximately 10 million people work as creative professionals, but there may be twice as many. Accurate estimates are difficult to make, since many creative professionals actors and writers in particular also have a secondary job. Creativity in engineering and sciences Fields such as science and engineering have experienced a less explicit (but arguably no less important) relation to creativity. Simonton is one of many authors who show how some of the major scientific advances in science and engineering can be attributed to the creativity of individuals (Simonton, 1999). Borderline cases exist, too. A good example is accounting. â€Å"Creative accounting† is a popular term denoting unethical practices. However, Amabile suggests that accounting, too, can benefit from creative approaches if these are kept within ethical borders (Amabile 1998). Excellent example of the â€Å"creative leap† can be found in the realm of sciences, be it mathematics, physics, chemistry, medicine, or any other branch of science. Isaac Newtons law of gravity is popularly attributed to a creative leap he experienced by Newton when observing a falling apple. Creativity in organizations According to Amabile, to enhance creativity in business, three components are necessary (Amabile, 1998): Expertise, i. e. technical, procedural, intellectual and tacit knowledge, creative thinking skills, i. e. the flexibility and imagination with which people approach problems, and motivation, particularly its intrinsic variety. The importance of the combination of knowledge and creativity is best exemplified by the unprecedented success of some far-eastern nations, notably Japan, Taiwan, Singapore, Korea and Thailand, which have in recent years been joined by India and China. Economic views of creativity Almost a century ago, Joseph Schumpeter (1942) introduced the economic theory of creative destruction, to describe the creative way in which old ways of doing things are destroyed from within and replaced by new ways. Economists like Paul Romer see creativity as an important element in the recombination of elements to produce new technologies and products. Romer (articles published in 1986 and 1990 amounted to) constructed mathematical representations of economies in which technological change is the result of the intentional actions of people, such as research and development. This is how economic growth becomes a reality and leads to capital. Romer also saw the importance is conditions that demand change, as follows form his popular saying: â€Å"A crisis is a terrible thing to waste†. Creativity is also an important aspect to understanding entrepreneurship. The creative class is seen by some to be an important driver of modern economies. In his 2002 book, The Rise of the Creative Class, economist Richard Florida popularized the notion that regions with â€Å"3 Ts of economic development: Technology, Talent and Tolerance† also have high concentrations of creative professionals and tend to have a higher level of economic development. Florida, R. (2002). The Rise of the Creative Class. New York: Basic Books. Romer, P. (1986). â€Å"Increasing Returns and Long-Run Growth†, Journal of Political Economy, Vol. 94, No. 5 (Oct. 1986), pp. 1002-1037. Romer, P. (1990). â€Å"Endogenous Technological Change†, Journal of Political Economy, Vol. 98, No. 5, â€Å"Part 2: The Problem of Development: A Conference on the Institute for the Study of Free Enterprise Systems.† pp. S71-102. Schumpeter, J. A. (1942). Capitalism, Socialism and Democracy. New York: Harper and Brothers. 5th ed.

Romeo And Juliet 4 :: essays research papers

The Nurse and Friar Laurence are kind but powerless characters who inadvertently contribute to the tragic ends of Romeo and Juliet. The Nurse is ignorant and unthinking as she enjoys and sets up the secret marriage, but she does not think about the consequences or take responsibility for them. The Nurse helps Juliet to marry Romeo when the Nurse knows it is forbidden. The Friar is wise and insightful when he marries Romeo and Juliet, but he simply does not have the power or the foresight to stop the tragic events that come after the marriage. Friar Laurence agrees to marry Romeo and Juliet, even though it is risky. These two characters share good intentions and love for Romeo and Juliet, and share the responsibility for their deaths. The Nurse helps Juliet to marry Romeo because she is just thinking about Juliet’s feelings without thinking about the problems this marriage could cause. In Act I, Scene. v., lines 137-138, she tells Juliet who Romeo is. It causes Juliet to get very upset: “My only love, sprung from my only hate.'; (I.V.139), but the Nurse doesn’t think about this. She doesn’t see the trouble that has started. After the nurse realizes that Juliet and Romeo love each other, she doesn’t stop it; instead, she agrees to carry the message to Romeo, although she knows Romeo is a Montague. After the Nurse has a secret meeting with Romeo, she teases Juliet and praises Romeo as a handsome and nice young man. She does not explain to Juliet the problems of loving Romeo. She helps and encourages Juliet to get to Friar Laurence’s cell to get married. The Nurse doesn’t consider the dangerous result of this action. She only thinks of the moment. After the marriage, the Nurse quickly abandons Juliet. The Nurse refuses to help Juliet any more after Romeo kills Tybalt. Even though the Nurse supported the marriage before, she does little to stop the forced marriage of Juliet to Paris. She does not understand Juliet’s emotional love for Romeo because the Nurse only thinks love is physical. She suggests to Juliet that Paris is as good as Romeo, and Juliet might as well take Paris because no one will know: “I think you are as happy in this second match,/ For it excels your first: or if it did not,/ Your first is dead; or ‘twere as good he were'; (III.

Abolition of the Death Penalty

Jeremy Brooks Suzanne Gerbasi Coms 101-37 10/30/12 Persuasive Speech Topic: Abolition of the Death Penalty General Purpose: To Persuade Specific purpose: To persuade my audience that we should abolish the death penalty in California. Central Idea: The death penalty should be abolished because of the inefficiency of the legal system, its high economic cost, and its moral implications. I. Introduction When I joined the current debate team in high school, I knew I would have to learn to respect and accept points of view different than my own.Arguing both sides of a hot topic taught me to value the merit of my opposition’s points. With much research and an open-mind, I even came to change my opinions on many issues—including my support of California’s death penalty. After getting down to brass tacks and really looking at the facts, I concluded that the negatives far outweigh any positives of the death penalty. Along with the extremely high costs, it uses up countless hours of court time and often discriminates against certain groups of people.While other countries have moved forward and outlawed this practice, we remain clinging to an idea that is no longer practical or ethical in today’s world. California needs to abolish the death penalty and save our time, tax dollars, and innocent people’s lives. You would think that keeping someone alive for the rest of their life would be a greater financial burden then simply condemning them to their death, right? Wrong. In this counter-intuitive situation, executing a person is a much more complicated process than it seems.When you add up the costs of pre-trial legalities, the actual trials themselves, appeal court cases, and the necessary incarceration of convicts in maximum-security prisons, the total has robbed Californians of an exorbitant amount of money. Exactly how much is that? Well, a study by Judge Arthur Alarcon and Prof. Paula Mitchell  concluded that the death penalty in Cal ifornia has cost us more than $4 billion since 1978. Furthermore, according to the California Commission on the Fair Administration of Justice, the death penalty policy is currently costing our state at least $137 million each year.Now compare this to the cost of a life without parole system-which would only cost the state $11. 5 million a year. Do the math; a switch to this kind of system would save more than $125 million dollars annually- that isn’t mere pocket change. Now let’s take a look at how well the death penalty works in practice. To give you a picture of how inefficient California’s death penalty system is, according to the Death Penalty Information Center- 86% of inmates die from other causes before they can be executed.This is because inmates spend their time appealing, finding expert witnesses, and looking for loopholes in the system to drag out the court process. This takes up the valuable time of our limited resources of qualified judges and lawy ers. By switching to a system that gives convicted felons life without parole, we would bring inmates to a similar standard of other prisoners convicted of serious felonies. This would restore valuable court time to judges and lawyers while still making sure that the lawbreakers are given the punishment they deserve.So what happens when it actually comes to executing people? The death penalty has proven to be unfairly biased in many ways by the human rights organization Amnesty International. First of all, it is racially biased. Amnesty International’s research has found that, â€Å"Since 1977, the overwhelming majority of death row defendants (77%) have been executed for killing white victims, even though African-Americans make up about half of all homicide victims. † Secondly, the death penalty doesn’t take mental illness into account. Therefore, dozens of prisoners have been executed despite their disabilities.Third, most people sentenced to death cannot affo rd to hire their own attorney. This means the state has to provide them with an unmotivated lawyer who will not likely present his best case possible. In addition, political factors, chance, and location can all decide whether a person lives or dies. Do we really want to make such an important decision- condemning a person to death- when such arbitrary conditions are present? Take into account that I have not even mentioned up to now the many times we have gotten it wrong and executed or had to release innocent victims.Amnesty reports that more than 140 people have been cleared from crimes after being sentenced to die. I certainly don’t want that hanging over my conscience. To be fair, since I have said why we should abolish the death penalty I suppose it is fair to give the two main arguments in favor of the death penalty a chance. One main reason I hear people say they support the death penalty is because it is a deterrent that scares people into cooperating. However, there is no evidence to suggest that this is true. In fact, there is evidence to support that opposite.FBI data shows that the states without a death penalty have lower homicide rates on average. Also, most homicides happen on a whim- meaning the killer probably isn’t clearly thinking through the consequences of his or her actions at the time of the crime. The other argument I hear is that it is cheaper to kill someone than take care of him or her until they die. Based on the data I provided earlier we know this is false. With a strong case for the abolition of the death penalty in California, it is time to let you know what you can do to make this happen.Besides educating your friends, protesting the death penalty, and joining nonprofit organizations like Amnesty International, the most effective step you can take today to stop the death penalty is mark a yes on your ballot next to Proposition 34. Prop 34 would change our flawed policy to the life without parole option I mentione d. This would save valuable court time, taxpayers’ dollars, and ensure that we aren’t being racially biased or murdering innocent people. Any way you look at it, the death penalty needs to die.

Bajaj auto Essay

The project report entitled â€Å"Strategic Management Cycle of Baja] Auto Ltd † . has been submitted to Gujarat Technological University, Ahmedabad in partial tultlllment tor the award of degree of Master of Business Administration. I the undersigned hereby eclare that this report has been completed by me under the guidance of Prof. Jignasha mam† (Faculty Member, Shayona Institute of Business Management, Ahmedabad) The report is entirely the result of my own efforts and has not been submitted either in part or whole to any other institute or university for any degree. Date: Place: Ahmedabad PREFACE As it is always said that if you give some-one theory knowledge it will make person understandwell. But if you give some-one theory as well as practical knowledge then it will help the person to understand and remember that always. In the same way to get practical knowledge,the report which we prepare not only make us understand the various functions but also gives us different vision regarding them and along with it gives us experience of practical assignment and manager’s work. By preparing report on Analytical Study on Strategic Management Cycle of Baja] Auto Ltd. we have tried to develop skill to understand well and also how to implement theoretical knowledge work. For this we are thankful to Gujarat Technological University for including such a project as practical studies in the syllabus of M. B. A. Acknowledgement The succession completion of this report would not have been possible without co- operation and support of our professor , friends and our institute. We forward gratitude to respected director of our institute. We are heartily thankful to the management for providing us the opportunity to make a study to practical in their organization. We express our sincere thanks to the company who have given us all the information on-line. We are also thankful our professor out with whose help, this becomes possible and who provided full guidance, co-operation and valuable suggestion bout company report. We are also thankful to our college friends and all those who have helped us directly or indirectly in the preparation of this report. Executive Summary In our project we nave conducted a research on now baJaJ auto ltd works By using stretegic management ; their different moves.. Hence on the basis of the Information we have found out our finding and have done an in-depth analysis on Strategic Management Cycle of Baja] Auto Ltd.. It is followed by recommendations and conclusion. TABLE OF CONTENTS 1 . Objective of SM 2. Introduction of ABC Co. 3. History of ABC co. . Strategic Thinking i. Vision i’. Mission iii. Corporate Purpose ‘v. Values: (Standard of Conduct, Law, Employees, Consumers, Shareholders, Business Partners, Community Involvement, Public Activities, the environment, innovation, competition, business integrity etc. ) 5. Strategic Planning i. Strategy adopted by ABC Co. i’. Action plan by ABC Co. iii . Responsibilities of ABC Co. – CSR (Internal as well as External) iv . Michael Porters 5 Forces analysis v. McKinseys7S Model VI. SWOT Analysts of ABC co. PEST Analysts ViiiBCG MATRIX 6. Analysis of Strategies of ABC Co 7. Strategic Implementation i. Resource Allocation 7. Strategic Evaluation i . Balance Scorecar 1. OBJECTIVE OF SM . Statements of vision tend to be quite broad and can be described as a goal that represents an inspiring, overarching, and emotionally driven destination. Mission statements, on the other hand, tend to be more specific and address questions concerning the organization’s reason for being and the basis of its intended competitive advantage in the marketplace. Strategic objectives are used to operationalize the mission statement. That is, they help to provide guidance on how he organization can fulfill or move toward the â€Å"high goals† in the goal hierarchy-the mission and vision. As a result, they tend to be more specific and cover a more well- defined time frame. Setting objectives demands a yardstick to measure the fulfillment of the objectives. If an objective lacks specificity or measurability, it is not very useful, simply because there is no way of determining whether it is helping the organization to move toward the organization’s mission and vision. 2. INTRODUCTION OF BAJAJ GROUP : The Baja] Group is amongst the top 10 business houses in India. I s tootprint stretches over a wide range of industries, spanning automobiles (two-wheelers and three-wheelers), home appliances, lighting, iron and steel, insurance, travel and finance. The group’s flagship company, Baja] Auto, is ranked as the world’s fourth largest two- and three- wheeler manufacturer and the Baja] brand is well-known across several countries in Latin America, Africa, Middle East, South and South East Asia. Founded in 1926, at the height of India’s movement for independence from the British, the group has an illustrious history. The integrity, dedication, resourcefulness nd determination to succeed which are characteristic of the group today, are often traced back to its birth during those days of relentless devotion to a common cause. Jamnalal Baja], founder of the group, was a close confidant and disciple of Mahatma Gandhi. In fact, GandhiJi had adopted him as his son. This close relationship and his deep involvement in the independence movement did not leave Jamnalal Baja] with much time to spend on his newly launched business venture. His son, Kamalnayan Baja], then 27, took over the reigns of business in 1942. He too was close to Gandhi]’ nd it was only after Independence in 1947, that he was able to give his full attention to the business. Kamalnayan Baja] not only consolidated the group, but also diversified into various manufacturing activities. The present Chairman of the group, Rahul Baja], took charge of the business in 1965. Under his leadership, the turnover of the Baja] Auto the flagship company has gone up from INR. 72 million to INR. 120 billion, its product portfolio has expanded and the brand has found a global market. He is one of India’s most distinguished business leaders and internationally espected for his business acumen and entrepreneurial spirit. 3. HlSTORY OF BAJAJ AUTO LTD Baja] Auto is a $2. 3 billion company founded in 1926. It is fourth largest two- and three-wheeler manufacturer. Baja] Auto has three plants in all, two at WaluJ and Chakan in Maharashtra and one plant at Pant Nagar in Uttaranchal. The company is into manutacturing ot motorcycles, scooters and three-wheelers. In India, Baja] Auto has a distribution network of 485 dealers and over 1,600 authorised services centres. It has 171 exclusive dealers for the three-wheeler segment . lt has total 3750 rural outlets in rural areas. The company has opened 11 retail stores for bikes across the country, exclusive for high-end and performance bikes. It has opened these stores under the name in cities like Pune, Nashik, Ahmedabad, Chennai, Hyderabad, Kolkata, Navi Mumbai, Chandigarh, New Delhi, Faridabad and Mangalore. The Baja] brand is well-known across several countries in Latin America, Africa, Middle East, South and South East Asia. It has a distribution network in 50 countries with a dominant presence in Sri Lanka, Colombia, Bangladesh, Mexico, Central America, Peru and Egypt. It has technical tie up with Kawasaki Heavvy Industries of Japan to manufacture latest models in the two-wheeler space. Baja] Auto has launched brands like Boxer, Caliber, Wind125, Pulsar and many more. It has also launched India’s first real cruiser bike, Kawasaki Baja] Eliminator. Baja] Auto’s has in all three plants, two at WaluJ and Chakan in Maharashtra and one plant at Pant Nagar in Uttranchal, western India. WaluJ – Baja] range of motorcycles and three-wheelers Chakan – Baja] range of motorcycles Pant Nagar – Baja] range of motorcycles Achievement 1945- On November 29 Baja] Auto came into existence as BachraJ Trading Corporation Private Limited. 1948- The company commenced sales in India by importing two- and three-wheelers. 1959- Baja] Auto obtained the licence from the Government of India to manufacture two- and three-wheelers. 1960- The company became a public limited company and conducted Bhoomi PooJan of the Akurdi Plant. 1970- Baja] Auto rolled out its 100,000th vehicle. 971- The company introduced its three-wheeler goods carrier. 1972- The company introduced Baja] Chetak. 1975- Baja] Auto ; Maharashtra Scooters entered into a Joint venture. 1976- The company introduced Baja] Super. 977- Baja] Auto introduced rear engine autorickshaw and achieved production and sales of 100,000 vehicles in a single financial year. 1981- Baja] Auto launched Baja] M-50. 1984- On January 19, the foundation stone laid for the new plant at WaluJ, Aurangabad. 1985- On November 5, the WaluJ plant inaugurated by the erstwhile President of India, Giant Zail Singh. The company commenced production at WaluJ, Aurangabad in a record time of 16 months. 1986- The Baja] M-80 and the Kawasaki Baja] KBIOO motorcycles were introduced. The company produced and sold 500,000 vehicles in a single financial year. 990- The Baja] Sunny was introduced. 1991- The company introduced Kawasaki Baja] 4S Champion. 1994- It launched Baja] Classic. 1995- On November 29, Baja] Auto turned into a 50-year old company. It signed agreements with Kubota of Japan for the development of diesel engines for three- wheelers and with Tokyo R;D for ungeared scooter and moped development. The Baja] Super Excel is introduced while Baja] celebrated its ten millionth vehicle. The same year one million vehicles were produced and sold by company in that financial year. 1997- The Kawasaki Baja] Boxer and the RE diesel Autorickshaw are introduced. 998- The company commenced production at Chakan plant. It rolled out Kawasaki Baja] Caliber from its WaluJ plant. Baja] Auto launched Legend, India’s first four- stroke scooter from Akurdi plant. The same year Spirit was launched. 1999- Caliber motorcycle notched up 100,000 sales in record time of 12 months. 000- The company launched Baja] Safire. 2001- Baja] Auto launched its latest offering in the premium bike segment ‘Pulsar’. The same year Eliminator was launched. 2003- Baja] Pulsar DTS-i was launched. The company sold 107,115 motorcycles in a month. The company launched Baja] Wind 25, The World Bike in India. It launched its Caliber 115 ‘Hoodibabaa! ‘ in the executive motorcycle segment. 2004- B aja] Discover DTS-I, new Baja] Chetak 4-stroke with wonder gear and Baja] CT 100 were launched. Baja] unveiled new brand identity, new symbol, logo and brandline. 005- Baja] Discover, Baja] Avenger DTS-I and Baja] Wave DTS-I were introduced. 2006- Baja] Platina was launched. 2007- RE GDi autonckshaw, Bajaj XCD 125 DTS-Si, Bajaj pulsar 220 DTS-Fi, 200 cc Pulsar DTS-I and Baja] Kristal DTS-i were launched. The company also underwent through revamping of its organisational structure. 008- Baja] Platina 125 DTS-Si was launched. 2009- Bajaj pulsar 150 & 180 upgrade and Bajaj XCD 135 DTS-Si were launched 2011- April, Baja] Records its best year ever of 2010. HISTORY OF RAHUL BAJAJ Rahul Baja] Chairman, Baja] Auto Limited. Mr. Baja] (b. June 10, 38) is recognized as one of the most successful business leaders of India. He heads the Baja] Group of Companies which is a leader in a variety of manufactured products and financial services in India and abroad including motorized 2 and 3-wheelers, home appliances, electric lamps, wind energy, special lloy and stainless steel, cranes, forgings, infrastructure development, material handling equipment, travel, general and life insurance and investment, consumer finance & asset management. Mr. Baja] holds an Honours Degree in Economics from Delhi University, a degree in Law from Bombay University and an MBA from Harvard Business School. Mr. Baja] is the Chairman of the Board of many companies. He was elected to the Upper House of Parliament (RaJya Sabha 2006 – 2010). Mr. Baja] has received many prestigious awards and recognitions, notable being the award of ‘Padma Bhushan’ by he Government of India in 2001, Alumni Achievement Award by the Harvard Business School and Life Time Achievement Awards from Economic Times, Ernst & Young and CNBC TV18. Mr. Baja] was appointed Knight in the Order of the Legion of Honour by the President of the French Republic. Mr. Baja] has been conferred Honorary Doctorates by 7 Universities including IIT Roorkee. The Project Report On Strategic Leaders Page 4 Mr. Baja] was the President of Confederation of Indian Industry (Cll – 1979-80/1999-2000). He was President of Society of Indian Automobile Manufacturers SIAM) and Mahratta Chamber of Commerce, Industry And Agriculture (MCCIA) and Chairman of the Development Council for Automobiles and Allied Industries. Mr. Baja] was appointed by the Government of India the Chairman (1986- 89) of the Government owned domestic carrier, Indian Airlines. Mr. Baja] was nominated by the President of India the Chairman of the Board of Governors of the Indian Institute of Technology, Bombay during 2003-06. Mr. Baja] is a Member & former Chairman of the International Business Council of the World Economic Forum, Geneva and a Member of Harvard Business School’s Global Advisory Board. He is also a Member of the International Advisory Council of the Brookings Institution, Washington DC and a Member of the Executive Board of Indian School of Business. Mr. Baja] spear-heads the CSR initiatives of the Baja] Group which include Jamnalal Baja] Foundation and Shiksha Mandal and a number of social organizations including Bharatiya Yuva Shakti Trust and Ruby Hall Clinic, a large hospital in Pune as their Chairman.

Ethnic Groups and Discrimination

Ethnic Groups and Discrimination Free Online Research Papers I am a descendent of Mexican American and Irish Americans and I chose to explore the history of the Mexican immigration to the United States. I have found that the Mexicans that immigrated to the United States faced many obstacles and suffered through a great deal of discrimination from the Americans. The immigrants dealt with a severe dual labor market during the early to mid 1940’s in the United States. There was also a definite portrayal of redlining with the Mexicans immigrating to the United States. The Mexican migrates had several issues that they faced upon trying to first enter the country and even today there are still many things that they have to face if they wish to enter and become a part of the United States. There are currently approximately 5.3 million undocumented immigrants living in the United States that hail from Mexico; according to the U.S. census of 2008. Mexico also currently represents the largest source of immigration to the United States they also have the most undocumented immigrants. Do to this large population of the Mexican immigrants there was a negative connotation attached to the Mexicans living in the United States. The media is where the negative image came from. They have been discriminated because of their race, culture, language and ethnicity. One of the biggest reasons though they faced discrimination was because of the illegal immigration. Many citizens of the United States were and are upset about the way these immigrants enter the country and think that it is unfair. The Mexicans faced a great extent of discrimination while trying to make a better life for themselves in the United States. The dual labor market that the Mexican immigrants faced was a very tough one; there were several obstacles that they constantly had to overcome. Demographically the Mexican Americans are highly urbanized, young, disproportionately blue collar, and poor. The immigrants have many things going against them and it is hard to overcome these obstacles due to the fact that they are limited in the income that they can make in the United States because of their lack of education, language barrier and poverty that they have to deal with. Their occupational gains are slow and have an enormous sensitivity to the economic conditions in the United States. With all these issues that they faced everyday there was still the fact that the immigrants could not get the United States citizens to accept them openly to their country as contributing, working citizens. The 1940’s is when the media really started negatively portraying the Mexican Americans. This is following the Great Depression where over 500,000 Mexican immigrants were deported from the United States back to Mexico. However the Mexican entered World War 2 hoping that by fighting for their country that they resided in would help to show their loyalty to the United States, but it did not. Over 300,000 Mexicans fought in the war and when the war ended and everyone came back thousands were turned away from medical facilities when they needed attention for the wounds that they acquired while fighting the war to protect the United States. These soldiers were not welcomed back into the United States and were still considered disloyal foreigners in the country. With all this going on the Mexicans still continued to migrate to the United States by the thousands some legally but most of them illegally. In 1986 the Immigration Reform and Control Act grandfathered in approximately 2 million formerly undocumented Mexicans that were in the process of acquiring legal status in the United States. Since this happened the process of gaining legal citizenship to the United States has become easier for the Mexicans and the United States has also been more accepting of the Mexicans into the country. After reviewing the information that I found about Mexicans immigrating to the United States, I think that I can identify more with the mainstream culture that I live in now. I have deep sympathy for the experiences that the past immigrants had faced. The biggest reason that I think I relate more to the main stream culture is because I was raised in a predominantly American household and practiced American cultures and grew up in American school systems. I also never faced the discrimination that the Mexican immigrants did because I really don’t look of Latin descent. Also I truly believe that things are getting better for all immigrants in the United States and I hope that things keep moving in that direction. Resources: MigrationInformationSource.org Mexican Immigration to the U.S.; the Latest Estimates Passel, Jeffrey March 2004 www.sagepub.com Mexican Americans, Congressional Hispanic Caucus Moore, Joan W.; University of Wisconsin Milwaukee Research Papers on Ethnic Groups and DiscriminationThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This Nice19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 EuropePETSTEL analysis of IndiaPersonal Experience with Teen PregnancyBook Review on The Autobiography of Malcolm XRelationship between Media Coverage and Social andTwilight of the UAWTrailblazing by Eric Anderson

The eNotes Blog Fantastic Beasts and Where to Find Them What is eNotesreading

Fantastic Beasts and Where to Find Them What is reading When theyre not out trying to catch em all, the staff  are an elusive bunch. These fantastic enigmas dwell in the depths of Capitol Hill in the heart of Seattle, and spend their days click-click-clacking away behind bright Mac screens to decipher Shakespeare, answering your homework questions, and digging up  free money for students. In between celebrating  literary holidays and battling the feels, these majestic beings drink in the words of countless literary beasts, ruthlessly ravaging mountains  of text. Whether the fantastic beasts are the staff or the books theyre readingwell,  thats up to you. Want to see how you measure up? The staff have come forth for a limited time to give you a glimpse of the fascinating arrangements of the alphabet that theyve been consuming. In other words, here  are the books that the   staff is currently reading: Alex Bloomingdale, co-founder The  Harry Bosch novels by Michael Connelley Im reading the Harry Bosch novels by Michael Connelley. They are perfect summer beach reads, but also contain lots of interesting details related to modern policing, with an emphasis on the LAPD and its inner workings. While suspension of disbelief with some of the cases is required, others are straightforward police procedurals chock full of LAPD jargon and well-researched geographical and police tidbits that could be boring for some, but are riveting if youre a fan of this sub-genre of mystery. Nick Cloud, developer The 48 Laws of Power by Robert Greene Why doesnt the FBI prosecute Hillary? Why does Trump captivate so many voters? Why does your manager get the glory for your accomplishments? Because the Laws of Powerimmutable, emergent, and seated squarely in human natureare always in effect. Robert Greenes book, The 48 Laws of Power, draws on the stern  lessons of history to show us that reality isnt the romanticized wonderland sold to us in childhood, but rather a complex interleave of human strength and weakness, vice and virtue, wisdom and stupidity, that play off each other in the struggle to make reality as we know it conform to our wishes. The results are often brutal, humorous, and instructive, and we would do well to learn from the past, lest we relive its errors and find ourselves without options, without the power to gain the things we value most. Luiz Lopes, developer Liberalism  by  Ludwig von Mises A look at the theoretical and practical arguments for classical liberalism. In it, Mises compares classical liberalism with other systems of social organization. I am  reading this book because I would like to better understand different forms of social organization, specially because this is an election year. Os Cem Melhores Contos Brasileiros do Sà ©culo  by à talo Moriconi A collection of stories from the best known and unknown Brazilian writers of the 20th century. A book I purchased on my last trip to Brazil. I dont get to practice my Portuguese as much, so reading it helps me keep it on my mind. This book shows how much the language has changed in the last century. I particularly enjoy the stories by Machado de Assis, Carlos Drummond de Andrade, Sà ©rgio SantAnna, and Jà ºlia Lopes de Almeida. Heather Satoris Daniel,  customer  service A Fine Imitation  by  Amber Brock What happens when the life we  have always lived is not the one we want to have? Set in Manhattan in the 1920s,  A Fine Imitation  captures privileged socialite Vera Bellingtons desire for something more than the comfortable and predictable life shes always led. Falling head over heels for a painter, Vera must choose between familiarity and spontaneity. Allie Draper,  assistant editor How to Be a Victorian: A Dawn-to-Dusk Guide to Victorian Life  by  Ruth Goodman Have you ever looked at pictures and illustrations from the Victorian era and wondered what it would have been like to wear a hoop skirt and a corset? Or how you would have made it to work even close to on time without an alarm clock or a cell phone? Ruth Goodman presents a day in the life of a Victorian, chronicling (often from experience gleaned from personal experiments) the probable trials and tribulations you would have encountered in the Victorian era, whether you were a farmer, a fop, a laundress, or a lady- or anything in between. (Answers: 1. Disturbing, since your abdominal muscles would be atrophying and causing you lower-back pain. 2. You would pay a guy with a pocket watch to come tap on your window with a really long stick.) Wes Matlock, curriculum  editor Fierce Invalids  Home From Hot Climates  by  Tom Robbins Ive just finished reading Tom Robbinss Fierce Invalids Home From Hot Climates. This wonderful, ridiculous story follows the exploits of (ex-)CIA operative Switters, a self-proclaimed study in contradictions, as he deals with a shamans curse and a nuns prophecy. Full of wild and witty language, Fierce Invalids Home From Hot Climates  also explores more serious ideas related to lifes Big Questions and what it means to live consciously, all while romping across four continents full of comedic shenanigans. I definitely recommend this book for anyone who likes irreverent humor and unconventional storytelling. Samantha Burton,  Marketing Manager The Book Thief  by  Markus Zusak I missed the excitement over this book when it first came out, and again when the movie was released in 2013- so I know Im pretty late in reading and recommending this book (and its been done on our blog before). But its so good and, to me, totally holds up to the hype. The main reason I like this story is that the entire book is narrated by Death, who puts the story  into his own words- which are strung together with alliteration and colorful descriptions- along with the help of the Book Thiefs diary. Its a beautifully somber  story focusing on the strength, quirks, and humanity of certain notable characters- like a boxing jew, an accordion-playing painter, and a little girl who treasures books. I personally love a good audiobook (which can be rare), and the narrator Allan Corduner is amazing and Zusaks writing is wonderful listening. Its been like having Death himself reading to me I highly recommend it! Kat Draney, intern Jurassic Park  by  Michael Crichton Im currently reading Jurassic Park  by Michael Crichton. As a big sci-fi fan, I was very excited to get my hands on this novel. Since the Jurassic Park movie series is one of my favorites, I held high expectations; so far, I have not been disappointed. As most movie adaptations go, the book is by far the better choice. The beginning of the novel has incredible backstory woven with research and modern references that give the descriptions a sense of credibility. Crichtons writing style is both appealing and provoking. I have trouble setting the book down. In fact, during a particularly gruesome dinosaur scene, I was so captivated that I kept on reading while sitting in a moving car (which normally makes me carsick). I seldom discover novels that have foreshadowing that is as effective as Crichtons Jurassic Park, and the moments of reveal are truly breathtaking and horrifying. I predicted that the novel would be yet another cliched and predictable horror extravaganza, but it has blow n my speculations out of the water. I would highly recommend that you read this book if you enjoyed the movie, or if you have an interest in dinosaurs or science fiction. Jules Cordry, intern Radiance: A Novel  by  Catherynne M. Valente Im halfway through Radiance, the new novel by one of my favorite sci fi and fantasy writers, Catherynne M. Valente. Its an incredibly imaginative, witty, delightful, and rather terrifying romp through a version of the solar system in which humans started colonizing other planets in the Victorian Era, and movies are made on the Moon. The story revolves around Severin Unck, a famous female director who mysteriously disappeared while shooting a documentary on Venus. Told in fragments from fictional film scripts, interviews, gossip columns, and hardboiled detective narratives (among others), Ive found Radiance to be the kind of book thats best read at four in the morning with a cup of strong tea. Nick Teal, intern The 5 Love Languages Singles Edition  by Gary D. Chapman I am currently reading The 5 Love Languages Singles  Edition  by Gary D. Chapman. This book is based off the popular 5 Love Languages but it is directed towards single people. This book covers the five  Love Languages and gives examples of displaying them while in dating scenarios. There are also chapters focused on how to interact with single parents, friends, co workers, widows, etc. It is an interesting read. I have learned a lot about myself, and why it is tough to love me. I hope to make strides towards becoming less single once I finish this book and apply its knowledge. Please love me. Please. Anthony Pepe, intern Of Wolves and Men  by  Barry Lopez Discover the complex history that America has had with one of the most revered animals of the wild. Bringing them to near extinction over fears from ranchers, the ethically questionable sport of aerial wolf gunning (chasing and shooting down wolves with helicopters), and the loss of habitat. Now wolves are starting to come back into the states and restarting the debate on wolf population control. Barry Lopezs book goes through the entire history of wolf control in America and asks the question, Do wolves really need to be managed? Of Wolves and Men provides facts and research to suggest wolves may not be the fearsome monsters that stalk the wilderness and attack sheep in the night after all, but just want to be left alone and want to leave humans alone. Marisa Iliakis, intern Shades of Grey  by  Jasper Fforde Im reading this book called Shades of Grey by Jasper Fforde (no relation to the 50 Shades). Its about this sort of odd dystopian world where peoples social status is defined by the color that they can perceive best. For instance, if you can see purple, youre very high ranking while if you see grey, youre basically a peasant. The main character is named Eddie Russet (he can see red, hence the last name), and he wants to get ahead in life but is sort of hapless. The book has the best dry British humor, and it takes a while to really understand what is going on because it can be a bit surreal. I mean, for some reason its illegal to manufacture spoons in this world and no one really explains why. Its a really fun book though, and I would highly recommend it! Mara Childs, intern Ready Player One  by  Ernest Cline I’m currently reading Ready Player One by Ernest Cline. Set in the year 2044, it follows teenaged Wade Watts in his journey to find a video game easter egg. Hidden in the depths of this massive online virtual reality game OASIS is this secret thing that grants its finder the entire multi-billion dollar fortune left by the recently deceased OASIS creator. Enthralling and quirky, there’s something fantastic and familiar about Wade’s adventure that allows me to get lost in it. The beginning starts with a substantial backstory about the general state of the world and how this massive hunt for the easter egg came to be. While it might seem that this book is geared towards people who are avid gamers and fans of lore, it can easily suit a wide audience. It’s a dystopian novel that deals with different personal valuations of life and material objects, as well as personal relationships. I’d recommend this for people who enjoy Harry Potter, The Hunger Games, and other quests/adventures. I would also recommend listening to the audiobook read by Wil Wheaton! Caroline Engle, intern Catch-22  by  Joseph Heller Right now, Im reading Catch-22.Its one of those books I always thought I would end up reading for school, but never did, so now Im reading it in part to understand why its so famous. So far, I love how funny and satirical it is. Some books are unintentionally ridiculous, so its nice to read one that knows how outlandish its characters are. Eleanor, obligatory canine happiness ambassador Bacon  by  Bacon Woof.

Definition and Examples of the Figures of Speech

Definition and Examples of the Figures of Speech The figures of speech are the various rhetorical uses of language  that depart from customary construction, word  order, or significance.  Figures of speech, Gleaves Whitney has observed, are  all of the ways in which human beings bend and stretch words to heighten meaning or create a desired effect (American Presidents: Farewell Messages to the Nation, 2003). Common figures of speech include metaphor,  simile, metonymy, hyperbole, personification, and chiasmus, though there are countless others. Figures of speech are also known as figures of rhetoric, figures of style, rhetorical figures, figurative language,  and schemes. Although the figures of speech are sometimes regarded as simply  ornamental additions to a text  (like candy sprinkles  on a cake), in fact they serve as integral elements of style and thought (the cake itself, as Tom Robbins points out). In the  Institutes of Oratory  (95 AD), Quintilian says  that  the figures, used effectively, are exciting to the emotions and give  credibility to our arguments.   For examples of the most common figures, follow the links at The Top 20 Figures of Speech. Also see Examples and Observations below. For definitions of well over 100 figures, visit The Tool Kit for Rhetorical Analysis. Examples and Observations An integral part of language, figures of speech  are found in oral literatures, as well as in polished poetry and prose and in everyday speech. Greeting-card rhymes, advertising slogans, newspaper headlines, the captions of cartoons, and the  mottoes of families and institutions often use figures of speech, generally for humorous, mnemonic, or eye-catching purposes. The argots of  sports, jazz, business, politics, or any specialized groups abound in figurative language. Most figures in everyday speech are formed by extending the vocabulary of what is already familiar and better known to what is less well  known.(Merriam-Websters Readers Handbook.  Merriam-Webster, 1997)The Figures as Ways of Seeing- The vast pool of terms for verbal ornamentation has acted like a gene pool for the rhetorical imagination, stimulating us to look at language in another way. . . . The figures have worked historically to teach a way of seeing.(Richard Lanham, A Handlist of Rhetorical Terms, 2nd ed. University  of California Press, 1991)- The most excellent ornaments, exornations, lightes, flowers, and formes of speech, commonly called the figures of rhetorike. By which the singular partes of mans mind, are most aptly expressed, and the sundrie affections of his heart most effectuallie uttered.(Henry Peacham, The Garden of Eloquence, 1593) Language Is Not the Frosting, Its the CakeIf, as Terence McKenna contended, the world is actually made of language, then metaphors and similes (puns, too, I might add) extend the dimensions and expand the possibilities of the world. When both innovative and relevant, they can wake up a reader, make him or her aware, through elasticity of verbiage, that reality- in our daily lives as well as in our stories- is less prescribed than tradition has led us to believe. . . .Ultimately, I use figures of speech to deepen the readers subliminal understanding of the person, place, or thing thats being described. That, above everything else, validates their role as a highly effective literary device. If nothing else, they remind reader and writer alike that language is not the frosting, its the cake.(Tom Robbins, What Is the Function of Metaphor? Wild Ducks Flying Backward. Bantam, 2005)The Plasticity of LanguageThe figurings of speech reveal to us the apparently limitless plasticity of language itself. We are confronted, inescapably, with the intoxicating possibility that we can make language do for us almost anything we want. Or at least a Shakespeare can.(Arthur Quinn, Figures of Speech: 60 Ways To Turn A Phrase. Routledge, 1995) SchemesThe Greeks called them schemes, a better word than figures, because they serve as persuasive tricks and rules of thumb. While Shakespeare had to memorize more than 200 of them in grammar school, the basic ones arent hard to learn. . . .Figures of speech change ordinary language through repetition, substitution, sound, and wordplay. They mess around with words- skipping them, swapping them, and making them sound different.(Jay Heinrichs, Thank You for Arguing. Three Rivers Press, 2007)Figures of Argument and Figures of StyleWe consider a figure to be argumentative if it brings about a change of perspective, and its use seems normal in relation to this new situation. If, on the other hand, the speech does not bring about the adherence of the hearer to this argumentative form, the figure will be considered an embellishment, a figure of style. It can excite admiration, but this will be on the aesthetic plane, or in recognition of the speakers originality.(Chaim Perelman and Lucie Olbrechts-Tyteca, The New Rhetoric: A Treatise on Argumentation. Translated by J. Wilkinson and P. Weaver. University  of Notre Dame Press, 1969) Figures of Speech in EconomicsFigures of speech are  not mere frills. They think for us. Says Heidegger, Die Spracht spricht, nicht der Mensch: The language speaks, not the human speaker. Someone who thinks of a market as an invisible hand and the organization of work as a production function and her coefficients as being significant, as an economist does, is giving the language a lot of responsibility. It seems a good idea to look hard at the language.(Deirdre N. McCloskey, The Rhetoric of Economics, 2nd ed.  University of Wisconsin Press, 1998)Figures of Speech and ThoughtThe real nature of the relation of figures to thought is very generally misunderstood. The majority of rhetoricians treat of them as mere ornaments, which render a discourse more pleasing, and which may be used or rejected at pleasure. Some writers- as, for example, Lockecondemn their employment in works intended to convey knowledge and truth; they are pronounced inventions, which serve only to insinuate wrong ideas, move the passions, and mislead the judgment.But instead of being inventions of art, they are the natural, and therefore necessary and universal forms, in which excited imagination and passion manifest themselves. The young and the old, the barbarous and the civilized, all employ them unconsciously. Languages in their earlier state are highly figurative; as they grow older they lose their natural picturesqueness and become collections of lifeless symbols. These abstract forms are regarded by rhetoricians and grammarians as the natural and ordinary forms of speech, and so they describe figures as departures from the usual forms of expression.(Andrew D. Hepburn, Manual of English Rhetoric, 1875) Figures of Speech as (Metaphorical) Dance Moves[Figures of speech] are like the steps a ballet dancer might perform as part of a longer routine: for instance, pirouette (spinning on tiptoes), grand jetà © (jumping  horizontally with legs extended backward and forward),  and chassà © (sliding with legs bent). These dance moves, like the figures, are units of performance:  we can point to them, describe  how they are formed, and judge whether they are executed effectively or not. There are no rigid rules about how they might be combined or incorporated into a broader performance. Like dance moves, the figures of speech are  vehicles for managing interactions between performer and audience while shaping  the latters perceptions of what they see or read. They are also already in circulation and thus  part  of a general repertoire for performance. For this reason, they carry meanings and values that exceed an individual performers use of them. In other words, they come w ith baggage- most of it positive, but some negative.(Chris Holcomb and M. Jimmie Killingsworth,  Performing Prose: The Study and Practice of Style in Composition.  Southern Illinois University Press, 2010) The Lighter Side of Figures of SpeechRocket: I have a plan! I have a plan!Drax: Cease your yammering, and relieve us from this irksome confinement.Peter Quill: Yeah, I’ll have to agree with the walking thesaurus on that  one.Drax: Do not ever call me a  thesaurus.Peter Quill: Its just a metaphor, Dude.Rocket: His people are completely literal. Metaphors are gonna go over his  head.Drax: Nothing goes over my head. My reflexes are too  fast. I would catch it.Gamora: Im gonna die surrounded by the biggest idiots in the galaxy.(Guardians of the Galaxy, 2014) Pronunciation: FIG-yurz uv SPEECH

Personality in Computer Games Article Example | Topics and Well Written Essays - 1000 words

Personality in Computer Games - Article Example Reality in a game can be described by the simulation of real things into a computer machines. Previously the games developed were artistically simplified representation of the simulation while the simulation was an attempt to represent as closely a real phenomenon in a serious form. Now the games have adapted the simulation and built games like the Flight Simulator to give a realistic experience to the gamers. Such games gives a gamer such feelings that most of them would never ever get to feel and experience in real life. It changes the personality of the user that makes the user feel that he/she is that character in the plane hence being directly involved in the game. (Crawford, 1998) Games that don't have an inbuilt mechanism of simulating the reality by putting the gamer in first person as in games like Doom, Quake etc. build upon the character which the user plays. Usually a powerful story creates a strong character that has its own personality, moods and emotions. A game like Max Payne has a cinematic story that revolves around a main character and many different opponents. The personality is so strong in the game that the gamer feels the power of the moment in the game. The audio, video, graphics and interaction between players make the situation of the agent more realistic and believable. Another such popular game, Hitman, has a very strong character personality that is an emotionless killing machine targeting specific targets. These character agents show realistic emotions, situation based reactions, language and tone of voice etc, to make the gamer believe in the game setting. Building this factor into the game is extremely important as this is what the g amer looks for in every game. Creating a main character is one thing, creating a non-playing character is a totally another. Today's computer games have such a high level of detail, high end graphics and realistic environments and characters that gamers can be led to believe that games are set within realistic settings while in the game. But according to Trinity College Dublin, the realistic illusion of the gamers is most often led into disappointment as soon as the gamer begins to interact with a computer controlled non-playing character either though conversation or attitude (Namee & Cunningham, 2003). Although the non-players look real and act real, but due to their lack of controlling intelligence, these characters lack the reality when the player to player interaction takes place. With the use of artificial intelligence and applying artificial neural networks in these characters, the TCD Game AI Project at the Trinity College to capture and add personalities, moods and relationships. (Namee & Cunningham, 200 3) The '-SIC' system is designed specifically for the development of non-player characters uses personality, mood and relationship models. A personality model uses the Eysenck's classification model which "plots personality across two orthogonal axes, introversion-extroversion and neuroticism-stability, allowing the creation of characters with personality types, such as aggressive, sociable and moody" (Namee & Cunningham, 2003). The mood model from Lang is used to measure agents' positive/negative moods and its intensity. The relationship model based on Wish's work plots the relationship of a character with respect to the "amount that a particular character likes another character, physical attraction,

Naturalism Essay Example | Topics and Well Written Essays - 750 words

Naturalism - Essay Example In theatre, it has come to mean a ‘natural’ depiction of characters, as if they are not actors on a stage but instead real people undertaking normal activities without a darkened theatre audience observing them. To understand how one term can apply to all of these genres, it is helpful to look at each one separately. Naturalism in art was perhaps given its greatest emphasis during the Italian Renaissance as artists began learning the mathematics and sciences of the ancient Greeks and Romans. â€Å"Henceforth, the surrounding world was to be represented as it appeared to the eye. To this end, a new basis to pictorial composition was given through the invention of linear perspective †¦ Depth was suggested by depicting the progressive decrease in the size of objects and figures as their distance from the observer increases – an illusion which in painting becomes truth. (Lemaitre & Lessing, 1993, p. 17). Raphael (1483-1520) also pushed the idea of naturalism with his focus on composition, balance and unity. â€Å"The movement of the body was now understood as an analogy for the animation of the spirit or the emotions; the external structure of a scene proclaimed its inner content. Everything in the picture was aimed at harmonious balance; each individual figure became an inseparable pa rt of the whole† (Toman, 1998). In literature, naturalism referred to an attempt to explore the base, or natural, causes of events, reactions and personality traits. This was a popular concept in the nineteenth century as writers began exploring the difference between realism and naturalism. â€Å"The main difference between Realism and Naturalism is that Realism seeks to simply explain things as they really appeared to be while Naturalism tries to explain scientifically the cause† (Realism and Naturalism, 2007). Emile Zola and Jack London are two well-known naturalist writers. While

The Postcolonial Cultural Identities of Individuals and Nations Essay

The Postcolonial Cultural Identities of Individuals and Nations - Essay Example Therefore it is possible to read E.M Forster’s novel A Passage to India, written many years before the Indian independence, as a text that represents both colonial and postcolonial sentiments. Derek Walcott’s long poem ‘The Schooner Flight’ deals with the complex cultural aspects of identity and nationalism in the colonial Caribbean islands. Edwards Said’s thoughtful analysis of the ways in which the West has constructed an orient that suits their colonial needs has left an indelible impression in the cultural discourses prevalent in the latter phase of the previous century. He exposed how the West conveniently constructed the misconceptions of cultural stereotypes for their benefit. Such cultural labeling and role-fixing had been a part of the dominant colonial discourses that misrepresented the history and culture of colonized nations. In his view, â€Å"the Orient was almost a European invention and had been since antiquity a place of romance, exotic beings, haunting memories and landscapes, remarkable experiences† (1). Chinua Achebe tries to deconstruct the popular notions of the false notions of innate inferiority and cultural dependence of once-colonized nations to the colonizers. His responses to the brash comments by the Western critics aimed at the emerging postcolonial literature are laden with a judicious blend of intelligent arguments and indigenous cultural sentiments. Contesting the accusation that writers like him have been imitating the Western forms of cultural discourses, he observes: The colonialist critic, unwilling to accept the validity of sensibilities other than his own, has made a particular point of dismissing the African novel.  

E business Essay Example | Topics and Well Written Essays - 1750 words

E business - Essay Example Esure was launched in 2000 offering insurance cover using the internet as the primary sales channel. Using technologically advanced systems they became the fastest growing insurers ever. They are known for their quality cover, their online services and their innovative marketing. They aimed to harness the efficiency of the internet to give a better deal to responsible drivers and the careful home owners. They clubbed together several factors and ensured that esure was exceptionally well placed to harness the benefit of the internet as the major distribution channel for insurance (BBC News, 2000). These factors included the strength of the Hallifax brand, the vast potential of the internet, and the founder’s experience of launching mould breaking companies offering best prices and best services to the customers. They were confident that e-commerce would transform the insurance sector and they wanted to be at the heart of the revolution with esure. Esure uses the internet and the phone as the channels and they kept the premia low. They then launched the Sheilas Wheels brand in 2005 initially offering only car insurance. Sheilas’ Wheels is now one of the most recognized female insurance brands in the UK. Today they offer insurance cover for anything that a person could think of – home, vehicles – such as car, motorbikes and vans, pet insurance, and not to forget travel insurance. They offer online quotes, they accept online payments and they also allow online renewal of insurance. They keep the customers updated on insurance news through their website. They also have abundance of guidance provided to the insurance buyers so that they can take an informed decision. They offer special rats for those who opt for more than one insurance cover. Esure, a part of the HBOS, adopted a slick marketing campaign, a brand awareness that soon became the envy of many and a service that delivered what they promised (Net

WSJ Analysis Number 3 Essay Example | Topics and Well Written Essays - 500 words - 1

WSJ Analysis Number 3 - Essay Example A small percentage of women report, according to the article, a lower level of interest in sexual practices, but hold a doubt in whether or not such a lack of interest would even be considered a medical condition of sorts. Despite whatever benefits may to be had of the patch, whatever risk factors for illness remain the primary consideration for those who seek to decide whether or not it will get federal approval for public usage. Federal regulators have stated that in order to achieve approval for the public, they would in fact require a larger test study to be done with a great level of participants in order to better assess the level of effects after using the hormone treatment. At the time, Procter and Gamble had yet to say whether or not they would go about getting the approval of the Food and Drug Administration (FDA). Other related drugs for the use of aiding female sexual behavioral patterns do not seem to be on a path either towards approval by any approving body. For any form of drug to be approved, such agencies are given the task of giving the approval needed for customer consumption and use. In this case, the FDA is placed with the task of approving the drug. Without it, the company is unable to legally market the drug to the public in such a manner. For many men, as well as women, the inability to truly enjoy sexual relations with those who have been chosen can be quite unfortunate. As it is natures way to have a time in life to where women enter the period of menopause, that can in many ways impede upon the truly enjoyable nature that comes from engaging in intimate practices with spouses or lovers. For these, as well as other drugs, the approval of organizations such as the FDA, is very important for many reasons. While crucial for the ability to market them in the first place, they are also important to those who

Vectors and Statics Lab Report Example | Topics and Well Written Essays - 1000 words - 1

Vectors and Statics - Lab Report Example Experimentally, T3 required to balance the ring was found to be 1.6072N. From this, the x compontent and y components of the force were calculated. In comparison, the theoretical value for T3 was found to be 1.84N. This indicates disparity between the theoretical and experimental value, especially after calculating the percentage error that gave out 12.6%. however, this is a slight deviation and can be contribute to the experimental errors. Source of these could be attributed to the non-accurate nature of experimental apparatus since this makes an individual to give a slightly deviating reading from that expected. Further, this could also cumulate to imprecision of the measurements done therein. However, the percentage error should not only be laid solely on the experimental errors but also on the errors arising from using the theoretical value. For example, the theoretical value given are meant for a pulley with frictionless wheels and strings without weight. But in this case, while moving friction is inevitable and weight of the string should also be accounted for the errors. Consequently, this insinuate that there is overestimation of percentage error calculated for the pulley system. Through the above experiment, the application of vector and statics in real life scenarios come out succinctly. For instance, the case of implementing pulley and the inclined plane can be taken as simple machines. For the component of simple machines, the pulley can be applied in lifting a particular load by allowing for application of relatively less force than in a scenarios of direct pulling. In conclusion, the experiment was successful in meeting the major objective of the lab. As can be evident, the percentage error falls within a small margin. Further, the causes of this deviation have been attributed to imprecision of the apparatus and the assumption about non-frictionless pulley. From the

WSJ Analysis Number 3 Essay Example | Topics and Well Written Essays - 500 words - 1

WSJ Analysis Number 3 - Essay Example A small percentage of women report, according to the article, a lower level of interest in sexual practices, but hold a doubt in whether or not such a lack of interest would even be considered a medical condition of sorts. Despite whatever benefits may to be had of the patch, whatever risk factors for illness remain the primary consideration for those who seek to decide whether or not it will get federal approval for public usage. Federal regulators have stated that in order to achieve approval for the public, they would in fact require a larger test study to be done with a great level of participants in order to better assess the level of effects after using the hormone treatment. At the time, Procter and Gamble had yet to say whether or not they would go about getting the approval of the Food and Drug Administration (FDA). Other related drugs for the use of aiding female sexual behavioral patterns do not seem to be on a path either towards approval by any approving body. For any form of drug to be approved, such agencies are given the task of giving the approval needed for customer consumption and use. In this case, the FDA is placed with the task of approving the drug. Without it, the company is unable to legally market the drug to the public in such a manner. For many men, as well as women, the inability to truly enjoy sexual relations with those who have been chosen can be quite unfortunate. As it is natures way to have a time in life to where women enter the period of menopause, that can in many ways impede upon the truly enjoyable nature that comes from engaging in intimate practices with spouses or lovers. For these, as well as other drugs, the approval of organizations such as the FDA, is very important for many reasons. While crucial for the ability to market them in the first place, they are also important to those who

Curriculum Development Essay Example for Free

Curriculum Development Essay In the early 20th century, there was a stable increase in high school enrolment and graduation rates. This is because of the second industrial revolution which led to an increased demand for white collar jobs. It is important to understand that the aims of secondary have the societal needs as their point of departure. The societal social, economic, political and even religious needs have hitherto determined the content. However, sometimes it is possible that the two i. e. high school education goals and societal needs may be out of touch thus making the education boring irrelevant and boring. This paper seeks to highlight how American high school viewed as irrelevant can be rearranged to fit the needs of a rapidly emerging high-tech society in the United States. The paper also dwells on a model development of a flexible one-block schedule for a medium sized high school that will include provisions for both departmentalization and team instruction can be. It finally compares the issues and problems in the high school education in the past 50 years with the present ones. The emerging American society has become high tech and calls for a high degree of specialization in any field that an individual deals with. Americans need experts in all fields. Based on the premise that there is need for experts in the job market, the products of high school education are found to be less prepared for this kind of demand. In the American education, there is no specialization until the sophomore year in college. Therefore, there is a pressing need to embrace specialization in the early years in high school to make the students better prepared for the job market. Another issue of concern is the fact that American students have full control of their education in that they choose even the core classes. The curriculum drafters have the responsibility of ensuring that the languages, science and mathematics be compulsory because the respective skills of communication, critical reasoning and evaluation are necessary in the job market. Consider a model one block schedule for a medium sized high school. The model emphasizes the core or compulsory classes that each student must take. These core classes can be taken together in large classes by one teacher but when it comes to the electives, and then the classes need to be at the departmental level. The departments need to develop there own timetables in consideration of the core classes timetable and a curricula tailored to be in tune with the job market specifications. The core classes need ton run everyday. A student is supposed to belong to at least one department and at most three. These are the departments that will help the students specialize in the field of his/her fancy. Before a student t joins any department, there is need for him to clearly describe his career to the careers master at the department so as to determine how what is offered at the department can fit the student’s career goals. The career master is then supposed to advice the student to either join that department or refer him to another one which will fit student’s specifications. This model schedule emphasizes the concept of early specialization as a way of preparing the student for the job market. A number of issues have bedevilled secondary or high school education. The major one being lack of security in the school. The recent shootings by students with guns in schools serve to illustrate this rather unfortunate issue. These shootings underscore the very responsibilities of the school officials of ensuring that students, teachers and other workers are safe while at school. Another issue is the completion rates of high schools which have stagnated for the last 30 years. If progress exists, there is need for the completion rates to be seen increasing. A major issue in education in American high schools is the lack of a nationalized curriculum. Every state has its own specifications and this has in the past attracted cries for the nationalization of education so as to establish national standards that should be adhered by all states. The above issues are either a recurrence of last 50 years or new altogether. Fifty years ago, there was high security in the schools, the completion rate increased especially during the second industrial revolution due to the high demand for skilled manpower. For the case of the nationalization of secondary education, this has been an issue from time immemorial. Each state has been giving its own curriculum with a few resemblances here and there.

Multiple Intelligences Theory Mi Was Developed Education Essay

Multiple Intelligences Theory Mi Was Developed Education Essay Multiple Intelligences Theory was developed by Howard Gardner in 1983 which suggests that all humans understand and perceive the world in different ways (Learning-Theories.com 2007-2013). Howard described them as seven   intelligences which are Linguistic, Logical-Mathematical, Visual-Spatial, Body-Kinesthetic, Musical-Rhythmic, Interpersonal (insight, metacognition) and Intrapersonal (social skills). The theory of multiple intelligences applies to all ages. This theory defines human nature from a cognitive perspective i.e. all humans have personal styles and preferences to learn and develop and implies that people have preferred learning styles, behavioural and working styles. Therefore teaching strategies, learning resources and activities should appeal to different types of intelligence learners represent and should encourage learners to use their preferred intelligences in learning (instructionaldesign.org, Multiple Intelligences (H. Gardner) . This theory implies that we are all intelligent in different ways and any individual may possess one type of intelligence and a mixture of intelligences. From the teachers point of view, all learners have their own strengths and weaknesses, so teaching, designed and planned according to their strengths and preferences, will not only stimulate their development but also build their confidence. Teaching learners with a mixture of intelligence types can be hugely challenging. All learners have different levels of abilities and potential and it is vital to address the multiple intelligences of the learners in order to help them develop and fulfil their potential. Logical -Mathematical  learners like reasoning, calculating whereas visual-spatial learners think in terms of physical space and enjoy illustrations and pictures. They are very conscious of their environments. Bodily-kinesthetic  learners learn best through movement and like making things, touching and role play. Interpersonal  learners like interacting with others and learn best through cooperative activities whereas Intrapersonal  learners are independent and understand ones own interests and goals. They understand their inner feelings; intuition and motivation, confidence and opinions. According to Gardner, verbal-linguistic learners enjoy expressing themselves orally and in writing. They often think in words and like reading, playing word games, making up stories etc. It can be very challenging to teach and satisfy different types of learning styles. The important thing is for teachers to understand that all learners have different ways of learning and doing things and therefore need classroom activities and techniques which appeal to their intelligence type. I strongly feel that a careful selection and use of classroom activities that cater for different types of intelligence profiles of the learners can encourage learning and at the same time provide meaningful and enjoyable learning environment. teaching strategies Gardners theory of multiple intelligences claims that there are numerous ways in which people learn to gain knowledge and understand the universe. Reber (1995) defines a cognitive style as the characteristic style or manner in which cognitive tasks are approached or handled. Thus an individuals cognitive style reflects his or her preferred manner of perceiving, remembering and thinking (TPPEL Reading 3.1 Individual differences and Learning). This theory identifies seven different ways in which a student might learn and provides some ideas on how to apply multiple intelligences to ESOL learners so that teaching methods appeal to their intelligence type and they all have the same opportunity to learn and develop. This theory can be applied to teaching ESL students because they all have their own preferred way of learning that is determined by their cultural and educational background and their personalities.  In order to apply this theory to ESL students, you need to observe and communicate effectively with your students to determine their types of intelligences because each intelligence also identifies a specific learning style which can help you choose appropriate teaching methods and plan effectively to reflect different intelligences in your classroom. Teaching strategies to meet multiple intelligences should include a variety of teaching strategies. Independent and group work provides opportunities to respond to different intelligence types and enhance learning because some students might be strong in interpersonal intelligence whereas others in intrapersonal intelligence. Group work providing body movement activities also helps bodily-kinaesthetic students. Effective planning should incorporate multiple intelligences teaching methods as some students might learn through more than one. For example, a student who is strongly verbal-linguistic might also have strong visual-spatial and interpersonal intelligences. Effective way to implement teaching methods (e.g. a lesson on job interview) to cater for these multiple intelligences can include some vocabulary (linguistic learner) or a video clip (visual-spatial) and a job interview role-play (interpersonal). Bodily-Kinaesthetic Intelligence learners like working with their hands and cant sit still for long time. Teaching method should combine body movement activities with linguistic activities. Total Physical Response is a good method for them. They remember material best if they act it out. Verbal-Linguistic Intelligence learners learn through using language effectively both in speaking and writing. They enjoy expressing themselves orally and in writing and doing different kinds of word games. Teaching method should focus on using language which should include reading a text or a book aloud or tell a story, debate a current issue. The Language Experience Approach (LEA) will be good for teaching reading skills. These students will also benefit from whole language approaches to reading. The Interpersonal Intelligence learners like group activities. They like talking to other people or like teaching people what they know. Teaching method should focus on cooperative learning strategies allowing students to work with others to carry out the tasks and complete activities. The Intrapersonal Intelligence learners prefer to work individually, therefore teaching method should focus on providing independent tasks and activities. Visual-Spatial Intelligence learners like drawing, r eading books that have lots of illustrations, doing puzzles and mazes. visual clues can help them to remember language. There are a variety of teaching strategies that can be used to improve learning.   Creating intelligence-based lessons can help all students to understand and develop their abilities and strengths as well as work on their weaknesses. This will build their confidence and boost their achievement. It is very important for teachers to adapt lessons to meet and develop different intelligences in the classroom to enhance learning and facilitate second language learning. resources, The theory of multiple intelligences claims that we are all different in the ways we understand and perceive the world. Although it will be difficult to incorporate all intelligences into one lesson, I would try to integrate resources and materials which will allow students to work according to their multiple intelligences as much as possible. Careful selection and design of suitable resources is important for making sure that each intelligence learning style is addressed at some point. Below are some suggestions for working with different intelligence types in adult ESL classroom which are organized by multiple intelligences (Alan Chapman 2003-2012). Language exercises respond to linguistic, intrapersonal and also interpersonal learners. Verbal-Linguistic learners learn best through   reading and writing and enjoy telling stories and thinking in words. Basically they learn effectively through using words i.e. hearing and seeing words and also enjoy talking, so learning activities could include debates, discussions, role play, reading and writing tasks, word games and crosswords. Other suitable activities could be oral presentations, writing letters, stories or instructions. Visual-Spatial learners enjoy learning by looking at pictures, flashcards. They learn best through   working with pictures, colours and visualizing. Use of videos, visualization (posters, leaflets), colours, jigsaw puzzles and text with illustrations would be effective. Bodily-Kinaesthetic learners like to move around and act things out. They are tactile i.e. they learn by touching and manipulating objects. Learning activities could include role play, hands-on experience, construct human sentences to practice punctuation or word order, playing board games and following instructions to make something. Interpersonal learners are intuitive and are strong in understanding people, leading and organizing groups, communicating and persuading. They learns best by   working with others, socialising, sharing, comparing, and interviewing. Activities and resources such as co-operative tasks, group projects, interviewing, role play will build interactions amongst learners and therefore promote a sense of sharing and interaction. Peer coaching and discussions or debates will also work well with these learners. Intrapersonal learners are logical and strong in understanding self, recognizing strengths and weaknesses, setting goals. Intrapersonal learners enjoy working alone and like to pursue their own interests independently, therefore effective learning resources and activities would be making a diary, listening to audio tapes, independent reading or research. For example, a lesson on healthy eating including resources such as whiteboard, smartboard, picture and word cards, word search or cross, online self-assessment questionnaires, PowerPoint presentation, Internet for search and word processor for typing, leaflets or posters etc can respond to multiple intelligences in your classroom. Activities in this lesson can be surveys, interviewing, matching, Find Someone Who, making a poster, reading a leaflet or a text in silence or aloud, making a list in groups or individually, write about own eating habits, express likes and dislikes etc. and they can develop different types of intelligences of your learners: verbal-linguistic, naturalistic, visual-spatial, musical, interpersonal and intrapersonal. As a teacher, I think of my learners as individuals who represent many different ways of understanding, learning and developing skills and therefore need different types of classroom activities and approaches. Awareness of their abilities, strengths and weaknesses, styles and preferences will help you determine different intelligences you have in your classroom and plan teaching and learning resources based on the preferred multiple intelligence learning styles. Accommodating multiple intelligences of your ESL students in the selection and design of resources will significantly affect students learning and success. Choice of assessment methods Gardners theory (1985) proposes that all humans possess many different ways of knowing, understanding, and learning about our world. As a teacher, it is important for me to be aware of how my learners learn and develop skills according to their intelligence. My students demonstrates so many different individual strengths and weaknesses. MI theory offers teachers many suggestions to examine their assessment techniques in the light of intelligence differences. The teacher needs to develop different assessment techniques to address different intelligences   and focus on the type of intelligences being developed in the lesson. Pen-and-paper assessment methods work well the linguistic intelligence whereas survey or interview responds to the bodily-kinaesthetic intelligence as well as the interpersonal intelligence.  Mostly assessment tasks include quizzes, reading comprehensions, and writing tasks, which work best with verbal-linguistic learners. I use open questions frequently to check learners understanding which, I feel, is a very effective method of assessment. When my students are working in small groups, I ask each member of the group a different question or ask them to comment or explain the answers given by others. To address different learning styles, its important to ask different  types  of questions. A  comprehension question  can be used to assess Intrapersonal or verbal-linguistic learners to write a short text about a familiar topic or do a reading comprehension. To assess bodily-kinaesthetic learners, I might ask the student to stand up and interview other learners, describe a picture either verbally or in writing (visual-spatial), How can you ..? (Intrapersonal learners). Asking different kinds of questions allows students to express themselves and demonstrate their learning in their preferred way. Varying questioning techniques helps me to cater for various types of intelligences, because each student has individual way of learning and developing skills. I ensure that all the students have the opportunity to answer a different type  of question. In order to support multiple intelligences and different learning styles in the classroom, its important to incorporate written assessment like tests and homework and it contributes towards making your classroom friendly for all types of learners. How can you tell if your students really understand? (Maggie Meyer and Jenna Glock, 2004) Howard Gardners MI theory offers some useful suggestions in designing our lessons and assessments based on the multiple intelligences so that all students have the opportunity to learn, succeed and demonstrate achievement. When students have choices in ways to demonstrate their understanding, the evidence is more accurate. Students can choose from a variety of ways, designed by implementing the multiple intelligences, to demonstrate their understanding of learning outcomes. Many teachers use true/ false, multiple choice, and short answer tests to assess students knowledge and skills but they do not really give an accurate evidence of what students have learnt and whether they can reflect their learning and knowledge in practical ways. Gardners Theory of Multiple Intelligences proposes that each student has his or her own intellectual, strengths and weaknesses. Therefore, many different types of intelligences and learning styles can be found within a classroom and in order to get an accurate picture of the students strengths and weaknesses, appropriate assessment methods should be used. Therefore, it is important to have an intelligence profile for each student which will enable the teacher to employ appropriate methods of assessment. Traditional tests (e.g., multiple choice, comprehension text or writing tasks) do not allow students to show their knowledge in their own ways. Students should be given opportunities based on Multiple Intelligences to demonstrate their understanding and knowledge in their own preferred ways. Assessment methods might include presentations, independent work, group discussions / projects, peer assessment, sequencing, matching and tasks involving use of ICT. Gardners Theory of Multiple Intelligences implies that students may be weak in one area but they may be strong in other areas. Teachers should be aware of the great diversity in the intelligence types and learning styles of the students which could be influenced by their social, economic, cultural and educational background and can have a significant effect on students learning process. I feel that assessing learning, taking into consideration different intelligences, helps students to successfully participate in classroom learning. inclusive learning Howard Gardners multiple intelligences theory assesses seven different types of intelligence which indicate that people have their own individual way of understanding, learning, performing and developing skills. These intelligences are verbal/Linguistic, logical/mathematical, visual/spatial, music/rhythmic, body/kinaesthetic, interpersonal and intrapersonal. Gardner suggests that all of the intelligences must be addressed in teaching in order for learning to be effective but it can be difficult to apply this in every lesson. Nevertheless, the teachers should try to address these intelligences as much as possible. The teacher should be aware of the fact that all students are unique and have their own individual abilities, interests, characteristics and strengths. Understanding students will enhance their progress considerably. Gardners theory of multiple intelligences offers useful ideas to address a range of intelligences and styles. Teachers need to take into account a wide range of learners in their planning to ensure inclusive learning environment. Therefore, teaching strategies and learning materials need to be matched with individual students intelligence type. First of all, as a teacher, you identify your students strengths and weaknesses and their personal way of learning i.e. learners with leadership qualities, logical thinking and intuitive, sociable, inquisitive learners etc. Questionnaires can provide useful information about multiple intelligences in your classroom. Structured planning should include a variety of ways to present materials (visual, multimedia), incorporate peer and group work, real-life situations activities, access to technology providing a range of opportunities for students to demonstrate learning. Including a variety of approaches to teaching and learning can make a significant difference to learning environment enabling different types of learners to successfully engage in their learning and the process of learning becomes more inclusive which supports widening participation and increases achievement. Individual differences and needs of students should reflect in teaching instruction and learning activities and must be relevant, challenging, meaningful and engaging. The following suggestions include presenting material in different format and styles. For example, for a spelling activity in an ESOL Entry 1 class, students may choose to write the missing letters, label the pictures, write the words, use letters to make the words, spell words in a team or individually. Such activities take into consideration multiple intelligences and learning styles. This allows students to use their own strengths. Another example include a reading activity, for which students can read on their own/aloud, re-tell the story, answer the questions individually or in a team, sort out the story in the correct order or match text with the illustrations. A learner-centred approach responds well to cater for diversity in the students as all students do not learn in the same way i.e. bodily-kinaesthetic learner prefers learning through touch/movement and hands-on learning is important for them. A visual learner, on the other hand, would prefer to see information in images or pictures. Interpersonal learners enjoy interacting with others, therefore, they work best in groups and through discussion with others. These learners can work equally well in groups or on their own whereas intrapersonal learners prefer to solve problems independently. It is crucial to provide materials and activities that address the multiple learning styles and enable students to make choices because students come from a variety of ethnic, cultural, social and educational backgrounds. Teachers can improve the learning environment for their students by planning tasks so that different intelligences are catered for. The possible impact on the progress and achievement of learners. (Workshop: Tapping into Multiple Intelligences) Applying Gardners MI theory helps students learn better because they realise and understand how they are intelligent. In Gardners view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin to manage their own learning and to value their individual strengths. Teachers understand how students are intelligent as well as how intelligent they are. Awareness of students strengths in particular intelligence will help the teacher to plan opportunities for the students to have choices to work in their preferred way. Howard Gardners Theory of multiple intelligences proposes people develop different intelligences which influence their way of thinking and learning. It is important for the teacher to identify individual differences (strengths, preferences, and abilities) through careful observation and plan instruction, focused on multiple intelligences, to provide opportunities for students to experience and work with different kinds of material in different ways. Fostering different types of intelligences will make learning environment interesting, meaningful and engaging for all students. Using multiple intelligence teaching techniques increases student motivation, enhances learning and therefore, raises students achievement. The activities which allow students to learn in their preferred ways increases their self esteem as well as achievement. For example, verbal/linguistic students can be given activities including discussion, presentation , communication, proofreading, listening, creative writing and reading aloud whereas students who are body/kinaesthetic, can be given hands on experiments activities, role-plays and interview activities involving room arrangement and cooperative groups activities. Cooperative and leading a group discussion learning activities work well with interpersonal students whereas independent work which involves focus and concentration skills responds well to intrapersonal students. The aim of multiple intelligences based activities is to enable students to realise their learning potential and build on their strengths, so that students stay motivated and feel successful in their learning. (2000 words) Task 2 The class I observed was ESOL Entry 1 which had a very mixed group of students. The class consisted of 15 students between the ages of 25 and 65. 60% percent of students were Muslim from different nationalities- India, Iraq Kurds, Afghanistan and Somalia including 3 Gujarati learners and 1 Sikh learner. There was a great diversity in their educational and employment backgrounds. Most of them were unemployed but looking for work. There was a mix of men (6) and women (9). Some had spent 20 or more years in the UK and some came recently. Some have had no education in their countries of origin, some have never worked and some have had work experience in their native countries and also in the UK. One thing they all have in common is the need and desire to be able to communicate effectively in day to day life situations. However, they have very diverse levels of English language abilities and therefore have diverse learning goals. Before the observation, I talked with the teacher about her students and the things I would focus on. The topic of the lesson was job interviews to prepare students for the forthcoming speaking and listening exam as well as provide experience for real life situations. During my observation, my focus was on communication in the classroom. It was very interesting to see a very high level of interaction amongst the students and how everyone seemed so motivated and actively engaged in learning. When I entered the classroom, the teacher introduced me and then teacher began the lesson with showing some pictures and PowerPoint slides of job interview. To introduce the topic, the teacher asked learners some questions which they discussed with each other and in groups. The teacher asked the students to predict what they were going to learn which promoted student engagement as well as thought. While the teacher was introducing new vocabulary, all students were listening attentively. Some students had very limited knowledge of English, nevertheless it was amazing to see them enjoying their learning experience. Stimulating real life situations were created by making interview panels and swapping their roles as an interviewee and an interviewer. Learners had choices to pick their roles and were left free to experience the target language. The teacher used communicative language approach, pair-work and group work appropriately. Job interview role-play activity helped the less motivated learners to participate. I noticed that there were two students who were not very talkative, but they still participated and expressed themselves really well. All students in class were very motivated to learn English. The students very respectfully listened to the teacher and peers. All the students seemed to get along very well. Seating arrangement was adjusted according to the activities and the flexibility of the room space and it was apparently very relaxing, pleasant and safe Tables were organized in U shape for students to see the video of the job interview and listen to the teachers instructions. Tables were also moved and arranged for group work which encouraged students to participate in discussion. I was impressed with the teachers non-verbal communication techniques. He used gestures and facial expressions for his instructions and explanations. The teachers moved around the classroom to monitor and observe the groups during the activities. The teacher demonstrated interview skills rather than explaining and repeated if needed. His voice and tone was audible. He maintained eye contact while explaining and listening to students. He used gestures, eye contact and facial expressions such as smiling face to communicate with the learners and convey the messages. Different questioning techniques were used to check understanding and learning. Open-ended questions were used allowing students to discuss in groups, compare their answers and comment on the answers given by other learners or groups. The teacher aimed questions at each student. Some of the questions were what do you tell about you in the interview?, What things should you do or avoid during the interview? What do they ask y ou in the interview? What are strengths? etc. It was clear that the students felt very comfortable with each other and the teacher. The teacher used humorous strategies, a variety of visuals and activities to make the class lively and fun. All 4 skills were integrated i.e., reading, writing, speaking and listening. The teacher was very careful not to dominate the discussions or speaking, but rather gave the students opportunities to speak and practice their communication skills. Visual aids included question cards/answer cards, video, smart board, whiteboard. These visual aids were used effectively to present the topic and as part of language practice. Matching (Q/A) cards were used to reinforce learning and allow students to physically interact with each other. Video of job interview helped student to learn some important skills including body language and gestures. Listening to each other, to the teacher and watching the video improved their listening ability. Worksheets and the handouts were prepared taking into consideration the diverse range of learners, the individual needs of the learner (large print, colo urs, pictures and laminated). The teacher was careful about grouping the students as he did not want to have students working with students who spoke the same language or at the same ability. He had to stop two of the Kurdish students interact with one another in their own language. It was very interesting to watch the students work together and help each other. It showed that the students were very respectful and supportive of each other. On the whole the content and the function of talk were benefitting them. Task 3 As a teacher, I ensure that my teaching methods and learning resources match students preferred learning styles and intelligences. I strongly feel that choice and variety increases self esteem and motivation which has a very positive effect on learning. I believe that if learning is interesting, meaningful and successful, it establishes good relationship between the teacher and the student. From my experience and careful observation, I have identified many different types of intelligences and preferred learning styles of my students and in order to maintain students motivation to learn and achieve, I implement different approaches to teaching and a variety of activities and resources in my planning. (Gà ¶khan Bas, May 2008) As Gardner (1993) suggests, there are several kinds of intelligence in which people understand, learn and develop skills. The theory of Multiple Intelligences offers eight ways of teaching and learning styles. In this regard, teachers can ensure they provide enou gh variety in the activities they use so that as much of their pupils learning potential can be tapped as possible (Berman, 1998). Most of the students strive to improve their oral communication skills to enable them to improve their employment prospects and to cope with day to day life situations. One of the teaching methods, I use to provide students with the opportunities to improve their communication competence, is Communicative Language approach. As a teacher, I am very aware of my own body language as well as students and I often use eye contact, smile, move around to communicate and convey messages to students. Although I use a variety of questioning techniques and also let students to practice questioning skills, I feel that I need to explore more ways of assessing learning using levelled questions such as knowledge, comprehension and application questions as suggested by Reece and Walker (2003). Id also like to develop and explore more ways of getting student feedback. In order to develop my own practice, I would like to do more reading and attend staff development sessions such as teaching and learnin g master class sessions. I intend to read a book by Susan Wallace, Teaching and Supporting Learning in Further Education 2001.