Political Science - Nations vs States vs Nation-States Essay

Political Science - Nations vs States vs Nation-States - Essay Example However, the merge of all these elements do not constitute a nation (Sarmah 3). People in a nation share common beliefs and religion, and are unified in common descent and language. â€Å"Nations occupy a self-constituting public space characterized by specific identities and ways of life† (Segesvary 22). Unity among its people is important to a nation. Prior to the First World War, Austria-Hungary was considered as a state but not as a nation. People of Austria and Hungary were politically united; separated by any affinity; individually diverse; and unwilling to live in unity. A state must be sovereign; however, a nation will remain being a nation even if it loses sovereignty. There is no division between a state and a nation in a single-nation state. A state can have a number of nationalities to make a nation. It is when a nation loses its statehood that the distinction between the two becomes evident. Germany and Japan lost their statehood in the post-World War II because t hey lost sovereignty, however they maintained their nationhood because of their people’s aspiration to live in unity and affinity. Later, these countries were able to regain statehood (Sarmah 3). Inhabitants of a nation are racially harmonized with shared universal language, faith, traditions, and history.

Political Issues Relating to Immigration Essay Example for Free

Political Issues Relating to Immigration Essay Reaction to the immigration problem in the United States is as diverse as the people living in the country. There are common public and political opinions on immigration; there is also factual information, which alters positions. The media plays a major role in how people react to the issue of immigration in the United States of America. There is a lot of news lately with a focus on immigration and undocumented persons in the United States. Illegal immigration has been present in the United States for a long time. The first law that the United States had against persons entering the United States was against convicts or prostitutes to enter the country. From 1892 to 1954 Ellis Island admitted over 12 million legal immigrants. Now the United States has quotas on how many can migrate to the country. Illegal immigration became more of a problem being looked at in the twentieth century. Then End Illegal Immigration group states, â€Å"Today, over one million immigrants enter our country per year, while illegal alien population rows by about five hounded thousand per year† (End Illegal Immigration, April, 2011). In May of 2011, the latest version of the DREAM Act was introduced. The DREAM Act was first introduced in March 2009. This act stands for the Development, Relief, and Education for Alien Minors Acts. The Dream act would enact two major changes in current law. The first would permit some immigrant students who grew up in the United States to apply for temporary legal status and eventually obtain permanent legal status and become eligible for U.S. citizenship if they go to college or serve in the U.S. military. The second would eliminate a federal provision that penalizes states that provide in-state tuition without regard to immigration status (National Immigration Law Center, 2011). Immigration has been a constant problem politically for elected officials. There cannot  be mass deportations; we cannot control every inch of the United States borders. Presidents and Congress try their hardest to develop new ideas or to improve old ideas on how to get the border control situation unde r what it should be, under control. One article from US News states, â€Å"Why, then, have we had so many Latin Immigrants, many of the illegal? Because of the apparatus of state has proved weaker that market focus: The old INS (now the CIS) and the understaffed Border Patrol have been among our least competent federal bureaucracies. And because the family unification provisions of the 1965 act allowed legal immigrants to bring in not just young children but also other relatives (â€Å"chain migration†), and because the Fourteenth Amendment makes anyone born in the United States a citizen.† (Barone, 2007). Problems such as these could be avoided in the future. Due to this opinion, I am forced into seeing that America is forcing this problem of undocumented immigrants on itself. Many of the articles found are biased on this view. The subject is sensitive for those that are illegal immigrants as well as American persons. Most articles are biased and the majority is on the American side. An example, one article read called Adverse Impacts of Massive and Illegal immigration on the United States, Blondell states, â₠¬Å"Data has long been collected about the cost to American taxpayers from illegal immigration and the presence of low skilled immigrants (2008)† Statements like this are clearly on the side of the American people. For the most part, the author uses objective means to portray the undocumented immigrants. This article’s biasness does affect the view on how many see the undocumented immigrants. Due to the articles, some look at the immigrants as criminals, sometimes murderers, or as if they are lower than life and not worth our time. It is not fair to judge or be judged for the exact same thing the colonists came to America from England and what this country was founded. There are numerous issues revolving around undocumented immigrants being in the United States. One of the biggest concerns surrounds the fact that of the economic cost. Taxpayers see the cost as unnecessary and unjust and unfair. The many illegal immigrants put a major dent in taxpayer’s accounts when it comes to healthcare and education. The taxpayers put out approximately $15-$20 billion dollars per year to provide for illegal immigrants to have a better life in the United States. Many will argue that having the illegal immigrants pick our fruits,  vegetables and work on the farms are keeping the cost of produce down due to the fact that wages paid are much lower than minimum wage. Blondell states â€Å"For every dollar spent, just 18 cents go to the farmer and one-third of the cost, or 6 cents, goes to the migrant laborer. Even if costs for farm workers increased 40 percent, the total increase in cost per household would be about $8 a year. A $1.80 head of lettuce would increase in price by at most, 10 cents. (2008). Another issue that is felt to stem from immigrants is crime. In reality they are breaking the law by crossing the border without the official papers. There are many other laws they are breaking if one sits back and thinks about it. They are evading taxes, working without permits, and faking identities. By this, using fraudulent identification cards, social security cards or driver’s licenses. There are also environmental issues surrounding this issue. These issues include poverty and language barriers. With the language barriers, it makes it very difficult to educate these people on the way of American people. As a manager, I would want my employees to be comfortable with everything around them. I would ask them if they were comfortable and what could be done to help the situation. I feel it is important for the staff to feel safe and comfortable in the environment that they come to everyday to make a living for themselves. I would also maker sure that no hurtful statements were said and not allow stereotyping. I would want my employees to get to know each other and be open with each other. I would encourage them to respect each other and the differences we all bring to the table. As much as we do not like it, illegal immigration is here and there does not seem to be to much being done to stop it. As a country, we should be open to change, but at some point we have to close the gaits and take care of what we already have here. References Barone, M. (2007). U.S. News World Report. Retrieved from http://www.usnews.com/usnews/opinion/articles/070527/4barone.htm Blondell, J. (2008). Adverse impacts on massive and illegal immigration in the United States. The Journal of Social, Political, and Economic Studies, 33(3), 328-350. Retrieved from http://search.proquest.com/docview/216799786?accountid=458 End Illegal Immigration. (April, 2011). History of Illegal Immigration in U.S. Retrieved from http://www.endillegalimmigration.com/history_of_Illegal_Immigration_in_US/ National Immigration Law Center. (2011, May). Dream Act: Summary. Retrieved from http://nilc.org/dreamsummary.html

The Theory of Relativity Essay -- physics science relativity

Since the days of Newton, the ideas of classical mechanics prevailed in the scientific community. The ideas of absolute velocity and absolute time were accepted phenomenon and were not at all challenged. However, as the nineteenth century drew to a close, new observations were being made, observations which contradicted the current theory of the time. For instance, throughout the nineteenth century, it was correctly believed that light was a wave. If light were a wave like all other waves, it must have a medium through which to propagate through. This medium was called the ether, a substance which was everywhere throughout the universe. If this hypothesis were true one would be able to calculate the velocity of the Earth through the ether. Many experiments were conducted to determine this velocity the most famous one being the Michelson-Morley experiment. The results of this experiment were inconclusive. The experiment relied on the fact that the speed of light through the "ether wind" (the speed of the ether as the travels through space) would change according to Galilean transformations (explained in more detail later). Thus the speed of light as it traveled against the direction of the ether should have been the normal speed of light subtracted from the speed of the ether. The speed of light was found to have no change, thus it was concluded that it would be impossible to determine the speed of the Earth through the ether. However, Einstein later introduced a theory which would account for the unexpected results of the Michelson-Morley experiment and in fact contradict the ether theory all together. The Special Theory of Relativity would then continue to revolutionize the way we thought about space and time. Specia... ...cal situation. Let's say we have a system like the one on the right. A stationary observer in the S frame observes an event in the S prime frame. The S prime frame is moving with a velocity v relative to the S frame. Therefore if we had the coordinates of an event in the S frame, we could find out the corresponding coordinates in the S prime frame. The y and z coordinates would translate directly to the other frame, but the time on the axis on which the S prime frame is moving would need be transformed. All that would need to be done is to plug in the S frame x coordinate and the velocity of the S prime frame with the time into the first equation to get the x prime coordinate, and the same to find the time in the S prime frame. To find the coordinates in the S of an event in the S prime frame, simply replace the primed terms with the unprimed terms and vise versa.

Hebrew and Mesopotamia

The Jews lived to preserve their culture; that essentially represented the fundamental goal of life to the Jews. The Jews observed the decadence of the Sumerians as a cause of cultural diffusion, and wanted to make sure that same thing would not happen to them. Eventually, the Jews did become vulnerable to cultural diffusion around the 4th century CE when the Greek-Macedonians from the West came; the great and advanced Greek culture was adorned by the Jews, and as a result, the Greeks Hellenized the Jews.The Hellenized Jews and Greeks eventually translated the Torah and the Tanakh from the Hebrew language, to Greek. Before the Greeks, the Jews resisted cultural diffusion between many civilizations. The Jews culturally diffused with the Sumerians, Babylonians, Assyrians, Neo-Babylonians, and the Persians religiously, culturally, and politically, as did the Hebrews also represent continuity with these civilizations. The Sumerians culturally diffused and represented continuity religious ly, culturally, and politically with the Jews.First, cultural diffusion occurs with the story of Abraham, a Hebrew patriarch and the founder of Judaism, who originates from the city of Ur in Sumer. Around 2200 BCE, during the invasions among the Sumerian city-states, Abraham believes his Sumerian God had abandoned him, so he abandoned the Sumerian Gods, and founded Judaism. This accounts for the continuity and parallels between the Sumerians and the Hebrews. A second one of these instances of continuity occurs in the Sumerian Epic of Gilgamesh and the Flood story in the Genesis.In the Epic of Gilgamesh, the hero Utnapishtim tells the great king Gilgamesh of how he built a boat and survived a great flood that lasted for six days and six nights. In the Genesis story of â€Å"Noah’s Ark†, God tells Noah to build an ark and take all the animals on board, for he wants to flood the Hebrews for forty days, to teach them to be loyal to their God. In both stories, the great flo od happens, and Utnapishtim and Noah build boats to be safe from the ravaging waters; also, in both stories, the destruction of human kind happens.The Hebrews must have adapted the Epic of Gilgamesh, before writing â€Å"Noah’s Ark†. Lastly, around 1300 BCE, the twelve Jewish tribes fought over territory with one another; though, when these disputes stopped, and the Jews abandoned this tribal government structure, they adapted to a monarchy like the Sumerians’, a type of government which unified the twelve tribes. The Babylonians represent continuity and cultural diffusion culturally and religiously with the Jews. First, the Code of Hammurabi and the Ten Commandments represent cultural continuity and cultural diffusion.The Code of Hammurabi, the laws that dictated the lines along with the Babylonians should live, influenced the Hebrews in the creation of the Ten Commandments. In the Code of Hammurabi, the Babylonians utilized the concept of lex talionis, or the law of retaliation equal to offense; the Hebrews used this same concept in the creation of the Ten Commandments. The Hebrew priest wrote the Ten Commandments on steles; the Babylonians first found these steles, and wrote the Code of Hammurabi on them. The Ten Commandments paralleled the purpose of the Code of Hammurabi: to explain the relationship between man and God.Just as how Hammurabi climbed a mountain and received the Code of Hammurabi from the Babylonian chief God, Marduk, Moses climbed Mount Sinai, encountered God, and received the Ten Commandments. Second, Lilith the Goddess of the Euphrates River in Babylonian religion, represented continuity from the Babylonians to the Jews; the Jews however invoked the Goddess Lilith with a different meaning from the Babylonians. The Assyrians represented cultural diffusion and continuity with the Jews politically and culturally.First, in the 7th century BCE, the Assyrians arose, and conquered the Kingdom of Israel, representing cultural diffusion; the Assyrian rulers used a reign terror, or ruled by fear, which ultimately led to their military success. The Assyrians did not conquer the Kingdom of Judah, for they agreed to pay tribute. Second, the Assyrians developed an efficient imperial government, and constructed magnificent cities; the Assyrians built a city Nineveh in Babylon, and preserved many Sumerian books and literature in huge libraries there, representing continuity from Sumerian culture to Assyrian culture.Lastly, the Assyrians constructed roads and highways, which acted as agents of cultural diffusion, and allowed for contact with other peoples, such as the Hebrews. The Jews and the Neo-Babylonians culturally diffused and participated in continuity of religious, cultural, and political ideas with the Jews. First, the Assyrian Empire, who previously conquered the Jews, fell to King Nebuchadnezzar of the Neo-Babylonians.Nebuchadnezzar strongly disliked the Jews, and did not allow them religious toleranc e, leading to the Babylonian Captivity. In this period in the 6th century BCE, Nebuchadnezzar destroyed the Temple of Jerusalem, and enslaved the Jews in Babylon. Second, during the Babylonian Captivity, Nebuchadnezzar built a magnificent palace and ziggurat in Babylon, decorated with blue tile; this represents continuity from the Sumerians, who first built ziggurats as temples of worship, and frequently traded and used blue tiles in their art.Lastly, during the Babylonian Captivity, the Jews represented continuity in the fact that they wrote down stores in the Torah, and Jewish priests ritualized common Jewish worship, such as Passover and Seder. The fact that the Torah, compiled in this setting, has been passed down in writing until present day, and that the Jews were able to preserve their culture and religion, and resisted cultural diffusion during the captivity demonstrate the continuity of the Jews until present day.The Persians represented cultural diffusion and continuity wi th the Jews religiously, politically, and culturally. First, Cyrus the Great of the Persians eventually conquered the Neo-Babylonians in 550 BCE, and expands the Jewish empire, representing cultural diffusion. He believes in religious tolerance, and thus frees the Jews from their captivity, and allows the Jews to return home and practice their religion freely, as long as they obey him; Cyrus the Great also allows the Jews to build the Second Temple of Jerusalem.Second, the Persians build the first main road in the Mesopotamian region, which allowed for the transfer of information and for cultural diffusion. Lastly, a wise man named Zoroaster founded the religion Zoroastrianism. He saw the force of light, good as Ahura Mazda, and the force of dark, bad as Angra Mainya. The Jews favored this religion, and liked that there was a counterforce which attempted to undermine God’s will, so they incorporated that idea into Judaism, and called the bad force Satan. This represents syncr etism, or religious cultural diffusion between Zoroastrianism and Judaism.The Jews culturally diffused with the Sumerians, Babylonians, Assyrians, Neo-Babylonians, and Persians and Zoroastrians religiously, culturally, and politically, as did the Jews use ideas from these civilizations. The Jews fulfilled the purpose of their life, to resist cultural diffusion and maintain their own culture and religion, until the 4th century CE at the time of the Greek-Macedonian invasion. The Greek-Macedonians eventually lured the Jews into combining ideas and culturally diffusing, with their highly intellectual and great civilization from the West.Eventually, the Greeks Hellenized the Jews, and the Hellenized Jews translated the Torah, written during the Babylonian Captivity, and the Tanakh from Hebrew, to Greek. The Jews were remarkable in the fact that they resisted cultural diffusion even during times of invasion, as in the Assyrian and Neo-Babylonian conquests. The Jews have been remembered f or their great advancements and contributions, most profoundly, the Hebrew Bible that has been compiled from the Torah and the Tanakh. Hebrew and Mesopotamia The Jews lived to preserve their culture; that essentially represented the fundamental goal of life to the Jews. The Jews observed the decadence of the Sumerians as a cause of cultural diffusion, and wanted to make sure that same thing would not happen to them. Eventually, the Jews did become vulnerable to cultural diffusion around the 4th century CE when the Greek-Macedonians from the West came; the great and advanced Greek culture was adorned by the Jews, and as a result, the Greeks Hellenized the Jews.The Hellenized Jews and Greeks eventually translated the Torah and the Tanakh from the Hebrew language, to Greek. Before the Greeks, the Jews resisted cultural diffusion between many civilizations. The Jews culturally diffused with the Sumerians, Babylonians, Assyrians, Neo-Babylonians, and the Persians religiously, culturally, and politically, as did the Hebrews also represent continuity with these civilizations. The Sumerians culturally diffused and represented continuity religious ly, culturally, and politically with the Jews.First, cultural diffusion occurs with the story of Abraham, a Hebrew patriarch and the founder of Judaism, who originates from the city of Ur in Sumer. Around 2200 BCE, during the invasions among the Sumerian city-states, Abraham believes his Sumerian God had abandoned him, so he abandoned the Sumerian Gods, and founded Judaism. This accounts for the continuity and parallels between the Sumerians and the Hebrews. A second one of these instances of continuity occurs in the Sumerian Epic of Gilgamesh and the Flood story in the Genesis.In the Epic of Gilgamesh, the hero Utnapishtim tells the great king Gilgamesh of how he built a boat and survived a great flood that lasted for six days and six nights. In the Genesis story of â€Å"Noah’s Ark†, God tells Noah to build an ark and take all the animals on board, for he wants to flood the Hebrews for forty days, to teach them to be loyal to their God. In both stories, the great flo od happens, and Utnapishtim and Noah build boats to be safe from the ravaging waters; also, in both stories, the destruction of human kind happens.The Hebrews must have adapted the Epic of Gilgamesh, before writing â€Å"Noah’s Ark†. Lastly, around 1300 BCE, the twelve Jewish tribes fought over territory with one another; though, when these disputes stopped, and the Jews abandoned this tribal government structure, they adapted to a monarchy like the Sumerians’, a type of government which unified the twelve tribes. The Babylonians represent continuity and cultural diffusion culturally and religiously with the Jews. First, the Code of Hammurabi and the Ten Commandments represent cultural continuity and cultural diffusion.The Code of Hammurabi, the laws that dictated the lines along with the Babylonians should live, influenced the Hebrews in the creation of the Ten Commandments. In the Code of Hammurabi, the Babylonians utilized the concept of lex talionis, or the law of retaliation equal to offense; the Hebrews used this same concept in the creation of the Ten Commandments. The Hebrew priest wrote the Ten Commandments on steles; the Babylonians first found these steles, and wrote the Code of Hammurabi on them. The Ten Commandments paralleled the purpose of the Code of Hammurabi: to explain the relationship between man and God.Just as how Hammurabi climbed a mountain and received the Code of Hammurabi from the Babylonian chief God, Marduk, Moses climbed Mount Sinai, encountered God, and received the Ten Commandments. Second, Lilith the Goddess of the Euphrates River in Babylonian religion, represented continuity from the Babylonians to the Jews; the Jews however invoked the Goddess Lilith with a different meaning from the Babylonians. The Assyrians represented cultural diffusion and continuity with the Jews politically and culturally.First, in the 7th century BCE, the Assyrians arose, and conquered the Kingdom of Israel, representing cultural diffusion; the Assyrian rulers used a reign terror, or ruled by fear, which ultimately led to their military success. The Assyrians did not conquer the Kingdom of Judah, for they agreed to pay tribute. Second, the Assyrians developed an efficient imperial government, and constructed magnificent cities; the Assyrians built a city Nineveh in Babylon, and preserved many Sumerian books and literature in huge libraries there, representing continuity from Sumerian culture to Assyrian culture.Lastly, the Assyrians constructed roads and highways, which acted as agents of cultural diffusion, and allowed for contact with other peoples, such as the Hebrews. The Jews and the Neo-Babylonians culturally diffused and participated in continuity of religious, cultural, and political ideas with the Jews. First, the Assyrian Empire, who previously conquered the Jews, fell to King Nebuchadnezzar of the Neo-Babylonians.Nebuchadnezzar strongly disliked the Jews, and did not allow them religious toleranc e, leading to the Babylonian Captivity. In this period in the 6th century BCE, Nebuchadnezzar destroyed the Temple of Jerusalem, and enslaved the Jews in Babylon. Second, during the Babylonian Captivity, Nebuchadnezzar built a magnificent palace and ziggurat in Babylon, decorated with blue tile; this represents continuity from the Sumerians, who first built ziggurats as temples of worship, and frequently traded and used blue tiles in their art.Lastly, during the Babylonian Captivity, the Jews represented continuity in the fact that they wrote down stores in the Torah, and Jewish priests ritualized common Jewish worship, such as Passover and Seder. The fact that the Torah, compiled in this setting, has been passed down in writing until present day, and that the Jews were able to preserve their culture and religion, and resisted cultural diffusion during the captivity demonstrate the continuity of the Jews until present day.The Persians represented cultural diffusion and continuity wi th the Jews religiously, politically, and culturally. First, Cyrus the Great of the Persians eventually conquered the Neo-Babylonians in 550 BCE, and expands the Jewish empire, representing cultural diffusion. He believes in religious tolerance, and thus frees the Jews from their captivity, and allows the Jews to return home and practice their religion freely, as long as they obey him; Cyrus the Great also allows the Jews to build the Second Temple of Jerusalem.Second, the Persians build the first main road in the Mesopotamian region, which allowed for the transfer of information and for cultural diffusion. Lastly, a wise man named Zoroaster founded the religion Zoroastrianism. He saw the force of light, good as Ahura Mazda, and the force of dark, bad as Angra Mainya. The Jews favored this religion, and liked that there was a counterforce which attempted to undermine God’s will, so they incorporated that idea into Judaism, and called the bad force Satan. This represents syncr etism, or religious cultural diffusion between Zoroastrianism and Judaism.The Jews culturally diffused with the Sumerians, Babylonians, Assyrians, Neo-Babylonians, and Persians and Zoroastrians religiously, culturally, and politically, as did the Jews use ideas from these civilizations. The Jews fulfilled the purpose of their life, to resist cultural diffusion and maintain their own culture and religion, until the 4th century CE at the time of the Greek-Macedonian invasion. The Greek-Macedonians eventually lured the Jews into combining ideas and culturally diffusing, with their highly intellectual and great civilization from the West.Eventually, the Greeks Hellenized the Jews, and the Hellenized Jews translated the Torah, written during the Babylonian Captivity, and the Tanakh from Hebrew, to Greek. The Jews were remarkable in the fact that they resisted cultural diffusion even during times of invasion, as in the Assyrian and Neo-Babylonian conquests. The Jews have been remembered f or their great advancements and contributions, most profoundly, the Hebrew Bible that has been compiled from the Torah and the Tanakh.

Explore Shakespeares presentation of Beatrice and Benedick in the play

Much Ado about Nothing is particularly admired for the wit and intelligence of Benedick and Beatrice, the warring couple which are comically tricked into falling love. Benedick is a vain, confident bachelor who holds a very typical view of women: no lady is ever good enough for him and to increase his self-esteem, he never misses an opportunity to mock Beatrice. We can see this from their first conversation which takes place in Act 1. Benedick approaches her by saying â€Å"What my dear Lady Disdain! Are you yet living? † Through this, Benedick expresses his sarcasm towards Beatrice and his desire for her not to still be alive, mocking her existence in the conversation. Benedick is a character that represents vanity; he tells Beatrice â€Å"but it is certain I am loved of all the ladies†. The use of â€Å"certain† emphasises the confidence that he has within his character and creates an air of arrogance, as he obviously seems to believe that he is irresistible and that no lady would refuse his charm. However, he is contradicting himself – he is loved by all the ladies, yet, he claims that he will â€Å"live a bachelor† because he finds women as not being trustworthy, as he states â€Å"I will do myself the right to trust none†. Therefore, Shakespeare uses Benedick’s vain and witty personality. Despite Benedick’s air of a very confident attitude, Benedick reveals a sensitive side to him. In Act 2, at the dance, Beatrice insults him; she pretends she does not know who is behind the mask, but she takes the opportunity to make Benedick feel miserable. When left alone, he says â€Å"The prince’s fool! Hah, it may be I go under that title because I am merry† – this highlights that he is affected by what Beatrice has said about him, however, despite de insulting name calling that Beatrice has addressed to him, he finds a way to make himself feel better about the situation by saying that being â€Å"merry† is the only reason why he goes under that title. This is ironic of him to say so, because as an audience we are clearly aware that he is hurt by the words she has said and that he is making â€Å"something out of nothing† – he is trying to block his emotional side and let the vanity take over, however it’s evident he cannot stand the assumptions Beatrice has made. Through this, Shakespeare creates comedy using Benedick’s contradictions regarding his self-esteem and ego – he won’t let it show that he has been hurt by a lady, even though inside he is hurting. Penny Gay says that â€Å"Words are often less important than actions† (The Cambridge Introduction to Shakespeare’s Comedies 2008). This can be applied to Benedick’s situation – he claims that he is not hurt by what he has heard, but the simple act of just talking about it reveals his pain, constructing comedy as he is not matching his words to his actions. Benedick’s fixated ambition of always remaining a bachelor slowly dies as he hears the others talk about Beatrice’s love for him, creating comedy as his attitudes contradict. Before Don Pedro, Claudio and Leonato begin to talk about Beatrice, he says â€Å"One woman shall not come in my grace†¦rich shall she be, that’s certain: wise, or I’ll none: virtuous, or I’ll never cheapen her†. This suggests that he is ignorant towards the women and that he is pretentious when it comes to choosing one: unless the perfect woman comes in his way, he will not do himself the wrong to look or search for any. However, after he hears the men talk about how Beatrice is in love with Benedick but won’t tell, Benedick has a sudden change of heart. He says â€Å"When I said I would die a bachelor, I did not think I should live till I were married†. This is comic because his attitudes to love have changed at an unexpected speed, which normally would not happen. Also, comedy is created through the fact that he has, involuntarily admitted that somewhere, deep down he was waiting for this to happen, even though he claimed that he hated Beatrice. Benedick is not the only one that is tricked; Beatrice is deceived by Ursula, Margaret and Hero into falling in love with Benedick. She had a very hostile attitude to marriage and love, mocking Hero and Claudio’s engagement by saying â€Å"I may sit in a corner and cry â€Å"Heigh ho for a husband†, however, despite her hard attitude, her vulnerable side is shown when she finds out that Benedick loves her and says â€Å"Taming my wild heart to my loving hand†¦if thou dost love, my kindness shall incite thee†. The powerful phrase â€Å"wild heart† emphasises that she has been holding the love in her for a long time and now it is the perfect opportunity to express it towards Benedick. This is also humorous because throughout the play, she showed hatred and mockery towards Benedick but now she claims that she is in love with him too, solving the problem of hatred between the two lovers. This reflects Alexander Leggatt’s view that â€Å"A comedy, then, is a problem solving story, ending in resolution and order normally symbolised by marriage† (English Stage Comedy 1490-1990 (1998). Once they admit their love for each other, it can be foreshadowed that a marriage will take place between Beatrice and Benedick – it is a comedy element that â€Å"the beginning is troubled, the end tranquil† (Euanthius: On Drama 4th Century). Not only deceived in love, but Beatrice is a witty, sarcastic and superior character. She seems to acquire pleasure out of mocking Benedick, creating humour because she is subverting her role as a woman – they were not usually superior over men, however, Beatrice goes against the norms. Her sarcasm is portrayed in â€Å"But how many hath he killed? – for indeed I promised to eat all of his killings†: here, Beatrice is clearly stating that Benedick is a coward and that he will never be brave enough to be a good soldier. She also mentions that â€Å"he hath an excellent stomach†, mocking his appearance. When confronted by Benedick’s vanity, she claims that â€Å"I had rather hear my dog bark at a crow than a man swears he loves me†. This is humorous because she is making comparisons between animals and humans and it is unusual to say that you would prefer an animal barking over someone dedicating their love to you; it gives a sense of coldness in her personality and that she is completely closed to love. However, this is ironic because later on in the play, she falls in love with Benedick. In conclusion, most critics concur that Shakespeare's depiction of the relationship between Beatrice and Benedick far surpasses that of Hero and Claudio in depth and interest. Scholars have often emphasized the fact that Shakespeare deliberately introduces the theme of the sparring mockers Beatrice and Benedick before the theme of the pallid romantics Hero and Claudio; and further, that when all of the principal characters are on stage together, the audience is drawn not to the tame love-at-first-sight relationship that develops between Hero and Claudio, but rather to the â€Å"merry war† between Beatrice and Benedick which later on in the play converts into a love relationship – this creates comedy because the audience is taken through endless wars of insults and mockery until foolishly and involuntarily admitting their love to each other, changing the mood of the relationship through the work of other characters, instead of being lovers from the beginning.

Saying That in Spanish

Saying That in Spanish That is one of those words in English that has no straightforward answer to the question: How do you translate that to Spanish? More so than most words, translating that to Spanish requires you to understand how it is used in a sentence and what it means. A quite common word, it can function as a pronoun, conjunction, adjective or adverb - or be part of phrases where its meaning is less than clear. That as an Adjective When that is used an adjective, it most often is used to point to a particular thing or person. In such cases, it functions as a demonstrative adjective. The most common demonstrative adjectives used for that are ese (masculine), esa (feminine), aquel (masculine) and aquella (feminine). Generally, objects referred to with ese or esa are not as far away in space or time as ones accompanied by aquel or aquella. Im going to buy myself that car. Me voy a comprar ese coche.That car (over there) is better than yours. Aquel coche es mejor que el tuyo.I want that computer!  ¡Quiero esa computadora! Less frequently, that can be used to refer to someone or something that was mentioned earlier. Using dicho or dicha is a possible translation: At the end of the video one can observe that that woman (the one mentioned earlier) is betrayed before her very eyes. Al final del video se puede observar que dicha mujer es traiconada ante sus propios ojos.I would like to acquire that car (that weve been talking about). Me gustarà ­a adquirir dicho coche. That as a Subject or Object Pronoun Usually, when that is used as subject or object pronoun, it is used much the same way as the demonstrative adjectives discussed above, except that it stands by itself without the noun, becoming a demonstrative pronoun. The forms are the same as the adjectives listed above, although an  orthographic accent is used used by some writers even though it is not not strictly necessary. Im going to buy myself that. Me voy a comprar à ©se.That (over there) is better than yours. Aquà ©l es mejor que el tuyo.I want that!  ¡Quiero à ©sa! If that refers to a sentence, a thought or something that is unknown (and therefore its gender not known), eso (no accent) is used: That is a good idea. Eso es una buena idea.What is that?  ¿Quà © es eso?All that cant be free. Todo eso no puede ser gratis. In many cases, that as a subject pronoun doesnt have to be translated at all, especially where it could be used as well. For example, thats impossible could usually be translated as either eso es imposible or merely es imposible. That as a Relative Pronoun When that is used as a relative pronoun, it introduces a phrase or clause that provides more information about a noun, which it follows. This concept is probably easier to understand with examples, where that is generally translated by the Spanish que: This is the house that youre looking for. Ésta es la casa que buscas.She is the student that knows nothing. Es la estudiante que sabe nada.El Bulli is a restaurant that is found in Girona. El Bulli es un restaurante que se encuentra en Girona. If that can be replaced by who or which with little change in meaning, it is probably functioning as a relative pronoun. If the relative pronoun that is used in an English sentence that ends in a preposition, you may need to use the relative pronoun el cual or its variations (la cual, los cuales or las cuales, depending on number and gender) following a Spanish preposition: Its the juice  that you couldnt live without. Es el jugo sin el cual no podrà ­as vivir.She is a woman that many dont pay attention to. Es una mujer a la cual muchos no le ponen atencià ³n. That as a Conjunction Although that may not seem like a conjunction, it often functions as one (a subordinating conjunction, to be precise) when it follows a verb. Typically, que can be used in translation: The boss said that he is happy with my work. El jefe me dijo que est contento con mi trabajo.I understand that I cant be forced to sign this document. Comprendo que no se me puede forzar a firmar este documento.He knows that we know that such an aspiration is stupidity. Él sabe que nosotros sabemos que tal pretensià ³n es una estupidez. That as an Adverb Usually, that as an adverb is the rough equivalent of so and can be translated as tan. He isnt that smart. No es tan inteligente.Yes, its that important to wash your hands. Sà ­, es tan importante lavarse los manos. That in Phrases and Idioms In phrases and idioms, the translation of that is often unpredictable. There are probably too many such phrases to be memorized; it is probably better to try to think of what the phrase means and translate accordingly. Here are some examples of how you might translate phrases using that: And thats that!:  ¡Y eso es todo!At that: He is a writer, and a good one at that. Es escritor, y adems de los buenos.Despite that: They charged for Ubuntu despite that it is free. Cobraron Ubuntu a pesar de que es gratis.How to you like that?:  ¿Quà © te parece?In order that, so that: We need your help in order that the campaign be successful. Necesitamos su ayuda a fin de que la campaà ±a tenga à ©xito. Evil exists so that people can appreciate what is good. El mal existe para que las personas puedan apreciar lo que es bueno.Like that: Why do politicians talk like that?  ¿Por quà © hablan asà ­ los polà ­ticos?That I know of: Nobody has cloned me that I know of. Que yo sepa nadie me ha clonado.That is to say: Excel 2007 didnt know how to multiply. That is to say, it made mistakes. Excel 2007 no sabà ­a multiplicar. Es decir, se equivocaba.

To His Coy Mistress Essays

To His Coy Mistress Essays To His Coy Mistress Paper To His Coy Mistress Paper Essay Topic: Literature Andrew Marvells To His Coy Mistress effectively explores the concepts of carpe diem and tempus fugit. On the surface the poem appears to be a comic story of young man attempting to seduce his mistress however, metaphysical poet Marvell skilfully uses this persona to explore the theme of time and emphasises the challenges it creates and the limitations it imposes on us. Through clever imagery, persuasive techniques and effective word choice he stresses that time flies and we should the seize the day. In the thesis of the poem Marvell creates idyllic scene where Marvells persona can spend each long day adoring his mistress. However the use of the conditional statement in the first line, had we but world enough, and time makes it clear this is a non-existent scenario which could never happen. If only life wasnt so short they would be spending each moment together: this is implied through the use of the personal pronoun we within the first stanza. He is ensuring she knows how much he cares for her and how he would embrace their life together. We are made aware he is in no way disrespecting her and this, an opportune moment in both their lives, should be taken advantage of. Marvell goes on to state, this coyness lady were no crime, but by highlighting this fact it implies he feels his ladys refusal is in actual fact a crime. He feels there is no point in her retaining her virginity as what could have been such a passionate, well spent time will lose all value and relevance if the moment is not seized. Within the first stanza strong persuasive techniques are used to compliment his mistress in order to urge her to take full advantage of the limited time they have. Marvells use of distinct time periods emphasises how long he would love and admire her for, if he could: I would love you ten years before the flood till the conversion of the Jews. The hyperbole flatters his mistress and shows he would love her from the beginning until the end of time (if he only could) this consequently may influence her to give into his demands as he is making it clear his love is genuine and lasting. He also says: his vegetable love should grow vaster than empires, and more slow A vegetable is a strange comparison as they are not generally associated with romance however they live longer than the typical flower of love and compassion: roses. The vegetables have more substance and depth. By further comparing his love to a slow growing empire he implies he would allow himself time to develop feelings and gradually build up his true love but also have a large scale of passion and lust for her. In addition to appreciating her internal qualities Marvell goes on the state exaggerated scales of time he would spend taking in her beauty but he makes it clear the last age should show your heart. He would spend the most time adoring her inner beauty, her emotion and personality if time was on his side. Unfortunately they have limited time on earth together and it is not possible for him to admire her as he would wish to. Marvell is expressing the point that this connection they have is for a limited period as one day death will come. The second stanza presents the antithesis of the argument and is negative towards his lady in comparison to the first stanza. He makes it clear her beauty is constantly under threat by time so she should seize the opportunity her beauty brings to her. He tells her after life all that waits are : deserts of vast eternity The word choice of deserts portrays the afterlife as large, lifeless and endless. He rejects the afterlife and does not embrace that they may spend eternity together in the tranquillity of heaven once dead. Instead he shows the challenges time creates as her beauty shall no more be found, he expresses how she will lose her looks when in her marble vault, she will only then understand the brevity of life. There is no purpose in this lady being quaint as her old fashioned and sweet refusal will be meaningless when dead. Marvell uses grotesque imagery to further this idea: then worms will shall try that long-preserved virginity The shock of such a vision allows her to think all will be lost if time is not seized. All her beauty and the passionate times that existed on earth will now turn to dust and these opportunities die with her. He is using shock tactics to scare her and persuade her to make the most of the time she with has. Marvells persona supplies a solution to time taking hold of them. In the synthesis he alters his speech and returns to complimenting his lady. He wastes no time in trying to seduce her through the repetition of now. He commands her to make a decision, he needs a reply urgently as time is short. The speaker may be rushing her into a decision but he implies they will have a passionate time together is the moment if seized. He states: And now like amorous birds of prey, Rather at once our time devour By comparing them to birds of prey he suggests they make a violent attack at time. They will become one and tackle time and its limitations instead of being limited by time. He wants them to tear our pleasures with rough strife, they need to fight to have these moments together, they cant just sit back and allow time to slowly devour them. If they work together to seize this moment they will break the iron gates of life. The speaker finishes his oration with: Thus, though we cannot make our sun Stand still, yet we will make him run. He returns to the image of the sun and time, he knows they cant stop it passing but they can make the most of the time they have. Continuing the theme of togetherness he uses the imperative form giving certainty to. He and his mistress should be chasing his time and the opportunities it brings to them. To conclude, Andrew Marvells To His Coy Mistress effectively explores the concepts of carpe diem and tempus fugit. By using the theme of time he shows the hold it has on us all and any moment given should be seized. A worthwhile opportunity should not be wasted as time flies.

Is gun control an effective method of reducing crime

Is gun control an effective method of reducing crime Occasional Gun-Related Incidents Start the Discussion The subject of regulating firearm ownership has been a cause for  debate  between gun control proponents and their opponents. Rising rates of crime or occasional gun-related incidents always act as a match to light up this discussion. The issue mentioned above is a serious one and deserving of serious consideration. Each side has valid points to prove their case. However, gun control does not reduce crime, in most cases. Better ways of solving such issues are being sought as opposed to the much-accustomed way of  law  making. The debate on gun control will continue well into the future as long as guns are manufactured and used. The most prevalent argument by proponents of gun control is that countries with lower rates of gun ownership have lower rates of crimes. The above is simply not true and has been statistically disproven. The opposite is, in fact, true. Research has clearly shown that countries with higher rates of gun ownership have lower crime rates than countries with low gun ownership rates. The most probable cause for the above is that criminals are less likely to attack a citizen if there is a higher chance of the latter retaliating. In the second case, offenders with firearms have a higher chance of success if they know they will encounter victims who are unarmed. Citizens with firearms tend to be more empowered than their unarmed counterparts. Criminals in areas with low gun ownership rates have more power over their victims, and a higher success rate is an incentive to continue the practice. Therefore, reducing the rates of gun ownership would not have the desired effect of reducing crime. Deaths from Firearms Are Quite the Rarity The argument by gun control proponents that firearms are involved in many human deaths is unsubstantiated. According to certain publications, there are about seventy million privately owned firearms in the USA. Their primary uses are hunting, target practice, household, and business premise protection. Of all the homicides committed in the country in a single year, less than one percent involve the use of guns. The abovementioned statement shows that ninety-nine percent of guns do not participate in any loss of human life. The opponents of gun control are clearly right in this respect. Many firearm owners have a gun for self-defense purposes, and many of them have no criminal or violent intention of using the gun. In fact, many handguns are rarely fired and are only kept as a security contingency. Deaths from firearms are quite the rarity. Many more people die from illnesses, home, and vehicle accidents than from gun violence. The above fact involves children too who gun control prop onents usually use to strengthen their argument. You may be interested in: Torture Is Never Justified Smoking in Public Places Should Be Banned Single-Parent Children Behaviour Can Science Go Too Far? Media Influence With already so many gun laws in place, how do criminals manage to access firearms and ammunition? The above question goes to prove that gun control laws do not deter criminals with a desire to acquire and utilize guns. There exists a very extensive black market for guns that may be bigger and more developed than the legal guns and ammunition market. Constructing tougher and additional legislation to restrict gun ownership will have no effect on criminal individuals and organizations with no regard to already existing laws. If anything, more gun control would discourage citizens from making the effort to own firearms which, as been shown above, would lead to even higher crime rates. Laws also have loopholes that can be exploited by knowledgeable lawyers, who more often than not, represent powerful and dangerous criminals. More laws could open up more leeway to be exploited by those who are capable. More Gun Ownership Leads to More Citizenry Safety As can be vividly seen above, proponents of gun control do not have a compelling case. It is clear that more gun ownership leads to more citizenry safety. Certain structures can be put in place to reduce the access criminals have to guns, but the reasons provided by gun control proponents are irrational and unsubstantiated. Gun control would eventually do citizens more harm than good. Using firearms to reduce crime rates is an insurmountable task with no prior proof of success anywhere. Until better measures are found, it would be better to let citizens exercise their constitutional right to bear arms.

Professional solutions to the impact that the increasing concern of Research Paper - 1

Professional solutions to the impact that the increasing concern of how alcohol consumption affects the rate of interpersonal violence has had on biologists in Finland - Research Paper Example Understanding genes causing alcoholism is vital in finding lasting solutions to the problem of alcoholism, and scientists in Finland have been concentrating in gene therapies to identify these genes related to alcoholism. Individuals addicted to alcohol consumption have numerous gene constitutions that interact with environmental factors to influence them into drinking and result into the drinking problem. Gene therapy have helped in understanding gene vulnerability in which is significant in finding curative measures in helping those individuals who are heavy consumers of alcohol. In addition, scientist have discovered and are still discovering various drugs that have the ability to suppress the alcohol genes in individuals and an example is that aldehyde dehydrogesnase has been discovered to help in neutralizing the GABA gene which has been discovered to lead to addiction of alcohol in individuals. Scientists are also advocating for educational programs to help in solving the high rate of interpersonal violence caused by excessive alcohol consumption amongst individuals. Loneliness has been studied to be a key problem in encouraging people to drink alcohol. This is because they find it hard to control their habits therefore resort to drinking to achieve a false confidence in communicating and interacting with individuals. Low self esteem and instant gratification are factor which lead to alcohol consumption and interpersonal violence amongst individuals. Therefore, scientist are emphasizing on the need to sleep to help in solving the problem of loneliness and prevent consumption of alcohol in individuals who drink because they are lonely or need instant gratification from various issues affecting their lives (The Portman Group ). Examples of these programs include off-time pubertal training which is used to predict physiological

Globalization & the World's Poor Essay Example | Topics and Well Written Essays - 1500 words

Globalization & the World's Poor - Essay Example Developments in technology and policies over the past few decades have acted to be the catalyst in cross border trade and investment. The current wave of globalization opened up the domestic economies internationally. In the periods after the Second World War the governments of most countries adopted the free economic systems to be the driver of the economy. The free economic regime increased the potential of the states and created new opportunities for trade and investment. With the aim to promote trade and development the government negotiated in reducing the barriers of trade while the new corporations exploited the new opportunities in foreign market by moving into agreements. The economic life was transformed with advances in the field of technology. The definition of globalization has remained controversial. The proponents of globalization argue that the process will enable the poor countries to improve the standards of living while the critics argue that globalization only ben efitted the large corporations and eliminated local enterprises out of the market scenario. The resistance of globalization has been from all levels and the government are now engaging themselves in regulating the flow of capital and goods that constitute the wave of globalization. ... It was thought globalization will bring about an overall welfare for the society. So the society as a whole was supposed to reap the benefits. But after the years of implementation it was founds that the benefits are getting directed towards the developed countries and the less developed countries are remaining under the shadows of darkness. Some argues that multinational corporations enjoy the power over the economies of the world. But it can be argued that it is not the companies that take the advantages. It is the well developed nations that exploit the poorer counterparts through international networking communities. On a cyclical note it can be said that globalization deters protectionism by opening up the borders which facilitate easy flow of ideas and products. Globalization increases the opportunity for self interests and in this fashion pursues the interests of the first world countries with the expense of the third world countries. Therefore globalization acts to cheat the world’s poor. The financial press and the influential officials of the international authorities assert that the global markets expand the dimensions of the poor while the critics hold the opposite position with equal intensity. In the period between 1980 to 2000 the percentage in trade in goods as well as services in China increased from 23% to 46% of GDP. In the case of India, The percentage ranged from 19 to 30% over the same period. The development of the nations created some opportunities for the nations to utilize. But some nations lacked the capability to utilize the situation as there did not have the required political and domestic situation. The idea of free trade rests on the notion that nations should involve themselves in exporting those products in

The FCC and Regardless of the Opinions of the Cable Industry Research Paper

The FCC and Regardless of the Opinions of the Cable Industry - Research Paper Example Today entertainment seekers have so many, sometimes overwhelming, options; not just through the variety of programming, but the means by which you receive that entertainment. Internet entertainment providers like Hulu, Netflix, and Amazon Prime are all competing with cable and satellite providers with original programming, competitive storylines, and respected actors like Time Warner, Comcast, and DirectTV, three dominant cable television providers. In the article by April Sperry, titled â€Å"Netflix, Hulu, Amazon Prime Originals: Time To Cancel Your Cable Subscription.† explains that at less than 10 dollars a month the allure of the internet sites makes traditional cable and digital television far too costly. (1). The FCC, as explained in the article, â€Å"FCC to In,investigate Deals Between ISPs And Content Providers,† has taken interest in the situation when internet content providers claimed that companies, like Comcast, were intentionally making the ability of cu stomers to look at their sites purposefully diminishing their viewership (New York Times, 1). Of course, this resulted in an agreement between the two that the some say is unjust and sets a negative precedent. Regardless of the reasons, it seems fairly obvious that as technological change and innovates our means and ways of viewing entertainment will continue to change. The traditional route of cable and satellite carriers has become too costly and, no longer necessarily offers the best programming, which creates an economic and creative disadvantage to network and cable television networks, which includes the premium networks, like HBO and Showtime.

Write an article with a right wing and left wing about exclusions and Assignment

Write an article with a right wing and left wing about exclusions and the summer riots - Assignment Example 42% of the students were identified as coming from low income earning families and were eligible for claim the free school meals (FSM), it was also identified that 16% of all the 11-15 students analysed were from high schools as at 2011 January. It was also identified that a proportional that was considerable in number of the 10-17 year that appeared before the courts were categorized under the SEN, the students with needs. The percentage identified was 2two third of the population sampled representing a 66% of students between 10-17 years old. Absence rates were also analysed among the 10-17 year old. The absenteeism rate was high than average as those whose attendance data was available were 9%. The rest lacked attendance data indicating a high level of absenteeism. Statistics on social exclusion were also identified and reported. Incidences were high of the social exclusions among students in the bracket of 10-17 year old. According to the statistics, 36% of the analysed students identified that they had one fixed period social exclusion during the study year of 2009. Another proportion of 6% also identified that it had at least one fixed period of exclusion during 2011. The statistics chosen for the analysis is on free school meals. It is evident that it may be the fault of these students. Another look on it is that students may also be right in rioting. From this point, the various students in these institutions are faced with challenges that the institutions are not able of effectively providing. According to Mrs. Martins a teacher at a local high school â€Å"some of the main issues of concern to the students are the issues to do with unfair treatment of the students, issues culminating from ineffective services by the teachers, poor teaching by the teachers, issues to do with poor services soffered at the various cafeterias†. An aspect like food, which is poorly

Comparative Leadership Approches Essay Example | Topics and Well Written Essays - 1250 words

Comparative Leadership Approches - Essay Example A number of contemporary leaders manifest distinct approaches by exhibiting traits, knowledge, skills, and abilities that set them apart from the rest. Among the two organizational leaders that have been deemed to contribute to the extraordinary development and professional growth of their respective organizations are John Frances Welch Jr., known as Jack Welch to many, the former CEO of General Electric; and Steve Jobs, CEO of Apple, Inc. In this regard, the current research aims to compare and contrast the approaches of these two leaders: Welch and Jobs, by using relevant leadership theories. Initially, a brief background on the definition of leadership would be provided; as well as pertinent contemporary leadership theories that are applied by both leaders identified would be presented. Further, the lessons that leaders in organizations could learn from these leaders would be proffered. Leadership Concepts The study conducted by Stone and Patterson (2005) perused the history of leadership theories and the origin was traced in the beginning of civilization. As averred, â€Å"Egyptian rulers, Greek heroes, and biblical patriarchs all have one thing in common–leadership†. According to Martires and Fule, leadership is the process of influencing people so that they will seek defined objectives enthusiastically. It is concerned with eliciting behavioral responses that are more than routine. More clearly, Tannenbaum and Massarik describe the relationship between leadership and influence by saying that leadership is â€Å"interpersonal influence, exercised in situations and directed, through the communication process, toward the attainment of specified goal or goals. Leadership always involves attempts on the part of a leader (influencer) to affect (influence) the behavior of a follower (influence) or followers in a situation† ((1957, p. 3). The definitions would reveal t he important elements particularly emerging in a leadership situation: the goals that are aimed to be achieved, the process of influencing, and the transformation from where the organization was to where to plans to be. Contemporary leadership theories have emphasized the concepts of transformational leadership on the organization (Stone and Patterson, 2005, pp. 6 - 11). As cited by Stone and Patterson, â€Å"with transformational leadership, the leader's focus is directed toward the organization, but leader behavior builds follower commitment toward the organizational objectives through empowering followers to accomplish those objectives (Yukl, 2002, cited in Stone and Patterson, 2005, p. 8). Jack Welch’s Leadership Approach In a comprehensive discourse written by Byrne (1998), Welch was identified to exude the following leadership roles: as teacher, mentor, coach, â€Å"the management theorist, strategic thinker, business teacher, and corporate icon† (par. 9). Due t o the remarkable growth of GE under Welch’s helm, Byrne (1998) emphasized the transformation of the organization to attest on Welch’s exemplary ability as a leader: the growth in market value of GE â€Å"from just $12 billion in 1981 to about $280 billion today. No one, not Microsoft's (MSFT) William H. Gates III or Intel's (INTC) Andrew S. Grove, not Walt Disney's (DIS) Michael D. Eisner or Berkshire Hathaway's (BKR.A) Warren E. Buffett, not even the late Coca-Cola (KO) chieftain Roberto C. Goizueta or the late Wal-Mart (WMT) founder Sam Walton has created more shareholder value than Jack Welch† (Byrne, 1998, par. 12). The analysis of Welch leadership approach and style revealed that an interplay of traits and application of leadership theori

Colonial American Women Essay Example | Topics and Well Written Essays - 500 words

Colonial American Women - Essay Example Hutchinson and Adams were both daughters of clergymen that risked their well being to speak out against male tyranny. However, while Hutchinson used religion to change society Adams used a more indirect approach. Hutchinson was born into the 17th century Puritan society where women were not allowed to be clergymen or magistrates. Her open defiance against female preachers opened the doors to religious tolerance and paved the way for women's rights. John Winthrop described her religious meetings as a, "thing not tolerable nor comely in the sight of God, nor fitting for your sex" (qtd. in Gomes). Hutchinson's quest for equality had raised the anger of her community and alienated her from her clergy based family. Adams, the wife of the second president John Adams, was able to influence her husband while he was a member of the Continental Congress. In a letter dated March 31, 1776 she writes, "If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice or representation". Her words indicate the level of the growing discontent. Though her vision of equality would not be immediately realized, the constitution would contain the provisions for its future.

Comparative Leadership Approches Essay Example | Topics and Well Written Essays - 1250 words

Comparative Leadership Approches - Essay Example A number of contemporary leaders manifest distinct approaches by exhibiting traits, knowledge, skills, and abilities that set them apart from the rest. Among the two organizational leaders that have been deemed to contribute to the extraordinary development and professional growth of their respective organizations are John Frances Welch Jr., known as Jack Welch to many, the former CEO of General Electric; and Steve Jobs, CEO of Apple, Inc. In this regard, the current research aims to compare and contrast the approaches of these two leaders: Welch and Jobs, by using relevant leadership theories. Initially, a brief background on the definition of leadership would be provided; as well as pertinent contemporary leadership theories that are applied by both leaders identified would be presented. Further, the lessons that leaders in organizations could learn from these leaders would be proffered. Leadership Concepts The study conducted by Stone and Patterson (2005) perused the history of leadership theories and the origin was traced in the beginning of civilization. As averred, â€Å"Egyptian rulers, Greek heroes, and biblical patriarchs all have one thing in common–leadership†. According to Martires and Fule, leadership is the process of influencing people so that they will seek defined objectives enthusiastically. It is concerned with eliciting behavioral responses that are more than routine. More clearly, Tannenbaum and Massarik describe the relationship between leadership and influence by saying that leadership is â€Å"interpersonal influence, exercised in situations and directed, through the communication process, toward the attainment of specified goal or goals. Leadership always involves attempts on the part of a leader (influencer) to affect (influence) the behavior of a follower (influence) or followers in a situation† ((1957, p. 3). The definitions would reveal t he important elements particularly emerging in a leadership situation: the goals that are aimed to be achieved, the process of influencing, and the transformation from where the organization was to where to plans to be. Contemporary leadership theories have emphasized the concepts of transformational leadership on the organization (Stone and Patterson, 2005, pp. 6 - 11). As cited by Stone and Patterson, â€Å"with transformational leadership, the leader's focus is directed toward the organization, but leader behavior builds follower commitment toward the organizational objectives through empowering followers to accomplish those objectives (Yukl, 2002, cited in Stone and Patterson, 2005, p. 8). Jack Welch’s Leadership Approach In a comprehensive discourse written by Byrne (1998), Welch was identified to exude the following leadership roles: as teacher, mentor, coach, â€Å"the management theorist, strategic thinker, business teacher, and corporate icon† (par. 9). Due t o the remarkable growth of GE under Welch’s helm, Byrne (1998) emphasized the transformation of the organization to attest on Welch’s exemplary ability as a leader: the growth in market value of GE â€Å"from just $12 billion in 1981 to about $280 billion today. No one, not Microsoft's (MSFT) William H. Gates III or Intel's (INTC) Andrew S. Grove, not Walt Disney's (DIS) Michael D. Eisner or Berkshire Hathaway's (BKR.A) Warren E. Buffett, not even the late Coca-Cola (KO) chieftain Roberto C. Goizueta or the late Wal-Mart (WMT) founder Sam Walton has created more shareholder value than Jack Welch† (Byrne, 1998, par. 12). The analysis of Welch leadership approach and style revealed that an interplay of traits and application of leadership theori

Consumer Behaviour Essay Example | Topics and Well Written Essays - 3000 words - 1

Consumer Behaviour - Essay Example Consumer behaviour, hence, entails understanding different attitude and behaviour of the consumers along with exploring factors having impact on these attitude and behaviours (Peter and Olson, 2008). For the purpose, various theories and models have been derived to somewhat provide generalised guideline impact of these factors on consumer buying behaviour (Hawkins & Mothersbaugh, 2009). Businesses to influence the buying behaviour uses various tactics such as advertising, promotions and other market tactics that increases probabilities of consumer purchasing company’s product. Designing and devising these tactics are guided by the understanding of factors that are capable of influencing of consumer attitude and behaviour and direct purchase decision (Neal, Quester, & Hawkins, 2004). To develop insight about aforesaid mentioned factors, this paper develops research to explore activities an organisation undertakes in relation with different consumer behaviour models and theories . Organisation’s undertakes many activities to direct consumer behaviour. For instance, marketing mix used to generate favourable response include product, brand, advertisement, packaging, point of purchase display etc in an integrated manner (East, Wright, and Vanhuele, 2008). Since these entire stimulus generators carry complete information and extensive detail in itself, the scope of this research has been limited to case study based analysis of advertisement campaign of L’Oreal’s product ‘Elvive’. L’Oreal has been in operations since years with recognition of being global cosmetic provider. L’Oreal’s target market in general has been female and while specifying its market comprising of females with urge to look good and beautiful; an ultimate desire of every woman. For the purpose, L’Oreal has several product offerings within various ranges; however, every product campaign from all mediums communicates the same messag e. This research in order to analyse abovementioned advertisement has picked print advertisements, storyboards and/ or screenshots of the television advertisements to investigate if message from these medium are on same page as referred by different consumer behaviour models and theories to target consumer behaviour. STIMULUS GENERATORS IN L’OREAL’S ADVERTISMENT L’OREAL’s advertisement campaigns are mainly formed of the similar technique to develop customer attention. This technique is also the most common form of advertisement and has following components: 1. Celebrity endorsement 2. Beauty appeal 3. Benefit communication 4. Scientific support to claimed benefits 5. Iconography 1- CELEBRITY ENDORSEMENT Message conveyed by celebrity usually has greater appeal; claim based on general perception and observation. Product endorsed by more popular or liked personality is able to gain more rating on the evaluation phase. In evaluation phase consumer analyses an d rates the quality and benefits of the product. This phase is known as surrogate indicator (Neal, Quester, & Hawkins, 2004). L’Oreal has been using celebrating endorsement in its advertisement campaigns to fetch higher rating and hence, influence the purchase decision. 2- BEAUTY APPEAL Beauty appeal has been well accepted to be one of the basic features of the product capable to attract women. L’Oreal targetting women has been using this appeal in almost its every adverstisemnet. Hence, L’Oreal advertisements to cater the social need strongly develops

Phaedrus by Plato Essay Example for Free

Phaedrus by Plato Essay Of all the dialogues of Plato, this has got to be one of the most impressive of all. A display of conversations that did not rely on just mediocre questioning and explanation about a single topic. Walking around the country and providing conversations on just about whatever happens to them, the Phaedrus and Socrates walking conversation displays relevant matters and enlightening words. Tackling the topic of love was the initial subject that the two had taken into consideration. Talking about philosophies of love and their own takes on how love is, Socrates and Phaedrus showcase their sides by explaining what love is to them. Thus, this conversation about love ruled most of their walk. Along the way they tackled more enlightening matters The dialogues last part tackles about writing books and its capabilities to impart goodness on a person. They explain their considerable thoughts on books. In part 229c-230 b, Socrates reflects an affirmative belief on stories of myths such as the story of Bores and Orithyia. Socrates showcases his reasoning that he doesnt have enough time as well for himself to give explanation about such occurrence that happened in the place where the story was foretold thus he results to might as well be believing in it. He believes that skeptics dont have the luxury of time challenging and explaining the truth about other creatures, monsters and occurrences as well. Thus Socrates concludes that seeking out for truth with regards to said stories is ridiculous. He believes that even those people of science that tends to explain everything will also have such a difficult time on proving such claims and that there are more important matters other than challenging these stories. The conversational walk that Socrates and Phaedrus had in the dialogue displays amenable reasoning and provides ample knowledge upon readers.

Cultural Differences in Nonverbal Communication Essay -- Communication

When communicating, only a small percent of the exchange is verbal. The larger part of the message is made up of body language or movements, known as nonverbal communication. The reason for people using nonverbal communication is to enhance the message they are sending to the receiver. One way nonverbal communication differs is through cultural differences. Cultural differences have a significant impact on nonverbal communication as cultures differ greatly in their nonverbal interpretations and responses. Firstly, this essay will prove how kinesics can create barriers between people as types of nonverbal cues differ amongst cultures. It will then show that paralinguistics can be based on cultural expectations and this can create stereotyping in cross-cultural communication. Turning to haptics, it will then show that different perspectives on haptics can cause problems in a cross-cultural context. Finally, it will prove that because of different cultural norms, the use of proxemics can be misinterpreted, therefore proving that cultural differences have a significant impact on nonverbal communication. Kinesics refers to the study of body movements; an understanding of kinesics across culture requires a close look at posture, movement, facial expression, eye contact, and gestures (Tyler, Kossen & Ryan 2005). Particular kinesics do not signify the same meaning for all cultures, the meaning of any kinesics depends on the culture of the expresser and the observer. Kinesics varies from culture to culture; these differences can cause barriers between people from different cultures, it can also create barriers between two countries. For example, Bill Richardson tells of a time when he went to Iraq to negotiate the release of two U.S... ...Cited Delgado, R & Kobayashi, T 2011. Proceedings of the Paralinguistic Information and its Integration in Spoken Dialogue Systems Workshop. 1st ed. Springer. Richmond, V & McCroskey, J 2011. Nonverbal Behavior in Interpersonal Relations. 7th ed. Allyn & Bacon. Knapp, M & Hall, J 2009. Communication in Human Interaction. 7th ed. Wadsworth Publishing. Laver, J, 1994. Principles of Phonetics . Cambridge University Press. Remland, M, 2008. Nonverbal Communication in Everyday Life . 3rd ed. Allyn & Bacon. Hall, E, 1990. The Hidden Dimension. Anchor. Tyler, S, Kossen, C & Ryan, C 2002, Communication: A foundation Course, Prentice Hall, Sydney. Hall, E, 1990. Understanding cultural Differences: Germans, French and Americans. Nicholas Brealey Publishing . Harper, R, 1978. Nonverbal communication: The State of the Art. New York: John Wiley & Sons.

Graduation Speech -- Graduation Speech, Commencement Address

Psalm 25:9: "The humble He guides in justice, And the humble He teaches His way." Good evening ladies and gentlemen, faculty and staff, family, honored guests, and fellow students. Thank you for coming to our graduation services this evening. My name is Rebekah Hoad and I am the Valedictorian for the graduating class of 2006. I am honored and blessed to be the messenger of years gone by and the inspiration of years to come. This is not only a time to receive a diploma but it is an opportunity to celebrate our lives. A time that represents our past childhood and passage into adulthood. As we embark on life's journey, remember to build on the foundation laid by our parents and teachers. Apply what we have learned and embrace God's love to strive for spiritual maturity. For me, the years have gone by faster than I could ever have imagined. I can still remember walking into my first grade classroom, my very first day at Caleb Christian School. Mrs. Cusic was my teacher and I recall her telling me several times that I was not the teacher. Over the years our school has changed. Teach...

“A Different Mirror” by author Ronald Takaki Essay

In the book, â€Å"A Different Mirror† by author Ronald Takaki is an interesting chapter by the title of â€Å"The Promised Land† where I will discuss the pros and cons that African Americans must face.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The years 1910-1920 we learn about migration of African Americans as they head toward complete freedom. During the movement of the population, there was a spreading out of this race across the nation and a negative effect from this movement would be the huge scattering of the African American race. Families were separated more than they had ever been before with many migrating to the west coast. See more: Recruitment and selection process essay   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A positive effect from this migration would be that the African Americans could gain better employment and had a broader range of opportunities due to the migrations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As this group moved to other areas they did encounter violence by gangs and resistance from the white population. Communities began changing as the African American race moved in, while the Caucasian race weren’t comfortable with this new migration.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The African American group began gaining more control as they started their own groups ran by their own race. This was good for the Negro population as they were able to voice their own concerns to the public and feel as they had room to grow in society. The Negros had a new sense of who they were and a new sense of identity while white liberals and the new Negro movement began to grow in the Arts and Entertainment industry.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Depression showed a decline in Harlem’s population as the African American population continued to migrate as they searched for employment. There was much discrimination for Negroes but on the positive side, there were many positive changes for the population as there were labor and union changes concerning this group.   There was more WPA support, along with the help from the Democratic Party.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discrimination was always evident which held a negative impact for the African Americans but with the support from men such as W.E.B. Dubois, there was more leadership for this group.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   African Americans were learning everyday about who they were, where they were going and who they wanted to be. Although, the negative impacts from the white race was always evident, the African American population pushed ahead, moved to better places where they could gain employment and move up in society as they worked toward better living arrangements and more acceptance from all Americans.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Working harder made all gains more appreciated, while the African Americans worked toward gaining complete freedom and acceptance. More and more leaders stood up and empowered the Negro population which gave them more confidence as they migrated across America, searching for a better way of life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   African Americans were more concerned about their rights in the workplace and in schools as better opportunities presented themselves. This group grew stronger which was a positive effect while still on the negative side, they always felt less worthy than other groups in America.   

Profile of an Adolescent Bully Essay

From 2000 to the present time, there have been well over 600 peer-reviewed articles published on bullying. When compared to the less than 190 articles that were published from 1980 to 2009, one has to acknowledge that this area of research has exploded. Research indicates that between 10% and 30% of children and youth are involved in bullying and that bullying also increases during the middle school period as children enter adolescence (Cook, Williams, Guerra, Kim & Sadek, 2010, p. 65). Talk to any adolescent in school today and they will have their own story about their experience with bullying and there is a consistent agreement that it is becoming more complex to address. This essay is intended to inform the audience of some of the different behaviors and characteristics of bullies, the different methods of bullying, and to explore the possible reasons for origination in order to assist in future prevention and intervention efforts. Where is the Research? While performing research for this paper it became quickly noticeable that studies profiling a bully’s traits are scarcely performed. The focus of most research is in areas such as the methods of harassment used by bullies (i. e. cyber bullying), or the ramifications towards society caused by being bullied [i. e. school shootings (Barnett, Miller-Perrin, Perrin, 2011, p. 280). ] There is little research focused solely on profiling the bully him/herself. If society is going to make a longstanding change and truly break the cycle of harassment between adolescents than the background of the bully should be explored and assessed. While a profile of a potential victim is offered, it is used to better complete an accurate understanding of the adolescent bully. Definition of a Bully Bullying is commonly defined as a specific type of aggressive behavior intended to distress a vulnerable person and includes intent to cause harm, occurs repeatedly and involves a power imbalance (Barnett et al. , 2011, p. 160). During childhood, bullies are rejected, isolated, and disliked by their peers. Social acceptance for the bully changes during adolescence to being well accepted and liked by their peers. This could be due to the children’s gradual transition into adolescence resulting in an increased knowledge in social problem solving, or gaining an ability to negotiate a confrontation with others thereby diffusing volatile situations (Cook et al. , 2010, p. 71). Two Types of Bully’s Currently, there are two types of bully’s that are invading American grade schools, the typical bully and the bully victim. The typical bully.  An adolescent described as being loud, assertive, somewhat socially and academically challenged, hostile, possesses negative attitudes and beliefs about others, minimal problem-solving skills, and comes from a family environment typically characterized by conflict and poor parental monitoring (Cook et al. , 2010, pp. 75-76, Batsche & Knoff, 1994, p. 166). The bully victim. An adolescent holding negative attitudes and beliefs about him/herself and others, has minimal social competence, does not have adequate social problem-solving skills, has poor academic performance, and s not only rejected and isolated by peers but also negatively influenced by the peers with whom he or she interacts with (Cook et al. , 2010, p. 76). A possible motive for a bully victim to become aggressive at school is that they may be experiencing their own victimization due to the emotional and psychological effects of being a victim at home (Rivers, Poteat, Noret, Ashurst, 2009, p. 212), and are exposed to family models of aggression resulting in violence contributing to violence (Barnett et al. , 2011). Beyond Primary Roles There has been a significant change as to how bullying behavior is understood. With the expansion past primary roles such as bully and victim, Rivers et al. have defined secondary roles that can categorize all participants of a victimization scenario. The assistant bully plays an active but secondary role to the bully. The reinforcer is considered to be a pupil that joins in laughing at the victim or encouraged the bully. Outsiders are aware that the bullying is taking place but will actively remove themselves from the situation. Lastly, the defender is seen as one that directly intervenes or displays help-seeking behavior when involved in bullying situation, and is most times a female (2009, p. 12). Motives The motives of bullies range from satisfying the need for power or to be affiliated with another person or group that is powerful, to a partial or total inability to manage anger. Dependent on their environment at home, they may exert themselves to attain a sense of control in their lives. On closer observation, bullies often demonstrate problems with impulsivity, a need to dominate others, and show little sympathy or empathy for their victims. Some bullies even admit that they â€Å"like† being a bully and may have a slightly justified outlook on their social role. Parents of Bullies Research has shown that parents of bullies prefer authoritarian parenting styles, will sometimes reject their child or show hostility, may show inconsistent parenting while supervising at a minimum, and have poor problem-solving skills (Batsche & Knoff, 1994, p. 166). The parents of adolescent bullies have failed to model positive conflict resolution or how to satisfy their need for attention, therefore the bully will continue with harassing others because it has proven to be an effective strategy (Cook et al. , 2010). The bully may also be witnessing interparental violence at home (Barnett et al. , 2011, 161). Rivers et al. have shown that children who witness violence at home regularly are more likely to require counseling to overcome the emotional and relationship difficulties they experience (2009). Not addressing negative behavior patterns may result in the behaviors continuing into adulthood, resulting in bullying others at their workplace, and increasing their likeliness of being convicted of a criminal offense during adulthood than their noninvolved peers. They are also at a higher risk for experiencing psychiatric problems, difficulties in romantic relationships and substance abuse problems (Cook et al. 2010, p. 79). Leaving this issue unaddressed also allows for the bully to possibly simulate the same environment that was conducive to their becoming a bully while raising their offspring therefore possibly making bullying intergenerational. Different Modes of Bullying Once seen as mostly physical in nature, bullying has now transformed into a ten-headed monster that spans from physical/direct bullying to various forms of indirect bullying such as turning friends against their peers, threats, and teasing. Bullying has also been made more complex and autonomous with the introduction and ease of accessibility to technology. Now bullies use tools such as text, e-mails, websites and chat rooms to torment their victims (Barnett et al. , 2011, p. 279). Measures of bullying. These measures need to encompass the three broad domains of behaviors that constitute bullying: direct physical bullying, direct verbal bullying, and indirect bullying in which the person or group of persons doing the bullying is not necessarily identified (Carbone-Lopez, Esbensen & Brick, 2010, p. 334). Most common types of bullying are verbal, then physical, then threats. Boys have always gravitated more towards physical bullying while girls tend to verbally bully their victims (Barnett et al. , 2011, p. 280). One of the reasons suggested was that girl verbal skills develop earlier than boys and until recently, it was seen as socially unacceptable and unladylike to physically bully (Strohmeier, Wagner, Spiel & von Eye, 2010, p. 187). The general concept of bullying entails a distinct type of aggression characterized by a repeated and systematic abuse of power. There are many acets to bullying that include but are not limited to physical aggression, verbal aggression (e. g. name calling and threats), relational aggression (e. g. , social isolation and rumor spreading), and cyber-aggression (e. g. , text messaging and e-mailing hurtful messages or images), a new venue for inflicting harm in an increasingly electronic youth culture (Strohmeier et al. , 2010, p. 187 ). The technology boom of today has brought new ways of communicating with each other. E-mail, instant messaging, Facebook, Myspace and texting are some of the new facets of communication. Gone are the days of writing letters or simply giving someone a phone call; people find personal confrontation easier to avoid and use these technologies to hide behind instead. The art of conversation is quickly giving way to this type of messaging and avoidance. Today’s society finds it much easier to verbally attack someone behind a phone or computer than to do it face-to-face. Victims Characteristics. Victims are characterized as submissive and non-assertive (Barnett et al. , 2011, p. 161). More often being smaller than the bully; the victim may be more sensitive, unhappy, cautious, quiet, and/or withdrawn (Cook et al. 2010, p. 65). Because the victim allows for the bullying to continue, one can only assume that they have passive or submissive characteristics. They may also be insecure and will not normally assert themselves. When attacked they withdraw and cry and since they are vulnerable, they will not retaliate. There is also an alternative type of victim termed the â€Å"provocative victim. † These victims are overactive, may have irritating behaviors, and are anxious along with showing aggressive traits (Green, Felix, Sharkey, Furlong & Kras, 2012, p. 1). These types of victims could possibly be a bully victim in the making. Age range. Victims are normally the same age and in the same class as the bully (Rivers et al. , 2009, p. 212). Therefore the bully will spend enough time with the victim to know them well. The bully does not have as much opportunity to victimize younger students since the chance to be around them lessens as they progress through school. The number of older pupils with opportunity to bully at decreased risk to selves decreases as the bully ages. Gender specifics. When explored, the reasons for bullying another peer differ by gender. A study done by Beaty & Alexeyev states that boy bullies pick on others because they â€Å"do not fit in,† are physically weak, or due to the clothes they wore (2008, p. 2). Victims also include those that are special needs, deviate from the norm, or differ in sexual orientation or race (Barnett, 2011, p. 161). Girls also primarily bully others because they â€Å"do not fit in,† but differ greatly when choosing who to pick on according to cognitive abilities. While boys have a tendency to victimize other pupils with special needs, girls chose to victimize what would be considered as â€Å"overachievers† (Rivers et al. 2009, p. 213). Conclusion Now knowing all of this information, how can it be put to use when addressing bullies in their earliest stages? Schools can use this profile of a bully as a window into what makes them become the people they are. Teachers will be able to identify a bully and address background situations such as family structure to offer counseling to the bully and their family. They could also assist victims within the school in learning social skills to deter bullies from picking on them as well.

Beyond the Ordinary Essay

Inside the Ateneo de Manila University is a hectic and busy population of students . Clearly seen by the bags under their eyes, these students have been through numerous tension due to the load of studies they’re having. Fortunately, beyond all those problems ,there is a sanctuary where students can reside to ease up their stress. A restaurant so accessible that is just within the school itself. Hidden under the University Dorm, is a concealed restaurant exceeding your ordinary cafeteria. It is Zekaf, the right place to relax while having a meal. Zekaf has the perfect ambience for people to relax and hang out. Once inside the restaurant, the public figures on the wallpapers greets you with a warm welcome. The place gives a warm feeling to its customers, as it is decorated with different shades of brown, a dull hue to bring out its sophistication. The carpeted floor also adds to the restaurant’s comfort. Mellow sounds and jazzy instrumental music engrosses the area, keeping the customers entertained while keeping them relaxed. Deeper inside the restaurant, is a wide balcony that displays the bright lights all over Marikina City, a simple yet breath-taking view. The smell of mixed herbs and spices also fill the area as the main dishes are being served on ordinary ceramic plates. What makes Zekaf unlike the other cafeterias is its interior design that helps attract more customers. Exceeding its ordinary purpose of being a cafeteria to the students of the Ateneo, Zekaf is also considered to be a venue for the people to enjoy each others company. Bringing in more students, from both Ateneo High School and Ateneo University, the restaurant has proven to be a mode of entertainment for every age group. Designed by a flat screen television, one can hear all kinds of sounds– from the deafening charges of guns from action movies to soothing melodies projected in the nature channel, the customers can just sit back and enjoy the entertainment offered by this restaurant. Zekaf has already grabbed its social status inside the university. It’s the place where students can both ease their stress at the same time enjoy the company of their friends. Beyond the average cafeteria, this place not only gives the customers a hearty meal but also the entertainment one cannot simply experience anywhere.

(Real)Assessment of the Higher Education Administration Program at Research Paper

(Real)Assessment of the Higher Education Administration Program at Peabody College of Vanderbilt University - Research Paper Example The aim of the college is to train highly skilled experts from varied backgrounds, for organizations both out of and in education, who have the same profound concern for the condition of human beings. Most academic programs in Peabody College consist of a powerful practice orientation. The college admits over 1,200 undergraduates and over 600 professional or graduate students, with the full-time teaching staff numbering 125. Many teaching faculty members are great leaders of professional organizations, are scholarly journals editors’ while others are recognized nationally for their research (â€Å"Education and Human Development at Vanderbilt,† 2010). The college’s twelve faculty members are holders of named, conferred professorships. The faculty has five departments namely department of Psychology and Human Development; department of Special Education; department of Human and Organizational Development; department of Teaching and Learning; and department of Lead ership, Policy, Organizations (Education and Human Development at Vanderbilt, 2010). This paper gives an assessment of Peabody College’s Higher Education Administration Program. ... The college received the last accredition in 2007 and will receive the next interim report on March 2013 (â€Å"Vanderbilt University Accreditation,† 2010). Every year, the United States’ News & World Report reviews Peabody College externally vis-a-vis other graduate schools of education. The report indicates that for the last one and a half decade, the college has held a top ten position. The report also indicated that for 2012, the college was in the top spot among the national graduate school of education and that this was the third successive year. Additionally, Peabody College consistently scores highly for student selectivity, a large quantity of funded research, and a low student-to-faculty ratio. Peabody, among the first five schools, has the largest number of programs incorporated in the specialty rankings of United States’ News & World Report (â€Å"Vanderbilt University's Peabody College of Education and Human Development,† 2011). The United Sta tes’ News & World Report further indicates that Peabody attained nine points up ahead of its closest competitor with a general score of one hundred, with programs in Special Education along with Administration/Supervision being number one in the rankings. Other recognized programs were programs in Elementary Education and Educational Psychology, which were ranked fourth; programs in Education Policy, which were ranked fifth; programs in Instruction/Curriculum, which were ranked eighth; and programs in Higher Education Administration, which were ranked ninth. The yearly rankings of graduate schools are derived from surveys of about 13,000 academics and over 1,200 programs carried out in fall 2010 while individual program rankings are derived from deans of graduate studies and