Critically evaluate Samuel Huntington’s claims

Critically evaluate Samuel Huntington's claims in â€Å"The Clash of Civilizations? † The abrupt end of the Cold War meant that the bipolar model of thinking which had dominated the sphere of World Politics for decades became obsolete. This new phase led to a renewal in thinking in the study of International Relations dubbed â€Å"the hundred schools of thought† which led to a wide spectrum of visions about the uncertain future of world affairs. One of the more prominent visions was the late Professor Samuel Huntington's â€Å"Clash of Civilizations? † published in a 1993 ForeignAffairs article, where he predicted a growing pattern of conflict based on differences in cultural, religious and historical identity of entities he labelled civilizations instead of the ideological differences of the Cold War Era. Huntington's thesis was a Realist response to Fukuyama's 1992 book, The End of History and the Last Man. Fukuyama argued that the post-1991 world was left with no viable ideological alternative to liberal democracy and the free market economy predicting a new era of global consensus on democracy, Justice, human rights and cooperation. The nation will ontinue to be a central pole of identification, even if more and more nations come to share common economic and political forms of organization. ‘i Huntington's premise was that ‘The great divisions among humankind and the dominating source of conflict will be cultural.Nation states will remain as the most powerful actors in world affairs but the principal conflicts of global politics will occur between nations and groups of different civilizations. ii The controversial nature of Huntington's thesis ensured the stern critique by some of his fellow academics for reasons ncluding oversimplification, neglecting contradicting factors and inaccurate predictions. The tragedy of 9/1 1 and the events that followed revived the confidence in his thesis by his supporters who saw this as the conformation of Huntington's predictions notably the inconsolable clash between Islam and the West.Huntington begins by describing the historical evolution of the nature of conflicts in the Western World; from the competition between monarchs and emperors for territorial and mercantile expansion leading to the emergence of nation states beginning with the French Revolution, to the rise of ideological conflict after the Bolshevik Revolutioniii. His Eurocentric bias is clear early as he quotes and perpetuates an idea put forward before by William Lind that these were primarily Western Civil Wars'.Labelling World War II, the deadliest military conflict in history which involved the majority of the world's nations, as such greatly diminishes the involvement and sacrifices made by people across the world. Notably the Soviet Union which was mainly composed of nations Huntington would regard as part of a Slavic-orthodox civilization sustained the highest amount of casualties totalling at a round twenty-seven millioniv.Later in the paragraph, Huntington writes ‘peoples and governments of non-western civilizations no longer remain the objects of history as targets of Western colonialism but Join the West as movers of history as if to suggest that events occurring in non-western parts of the world somehow do not constitute as history if they don't involve or have a felt effect upon Western society.Although the leadership of the West in fields such as science, technology and engineering for the larger part in recent centuries is indisputable; Jewish philosophy, Hindu mathematics, Muslim astronomy and engineering contributed significantly to he foundations of what we know today and this shouldn't be undermined. The sharing and borrowing of ideas between the different corners of the world through the millennia's that's still going on today suggests a long-term cooperation instead of a clash of civilizations in our common pursuit of knowledge.According to Huntington a civilization is ‘ the highest cultural grouping of people and the broadest level of cultural identity'v. He divides the world's population into seven civilizations as well as hinting at the possibility of a Caribbean and an African ivilization; Africa being indeed a continent known for its vast diversity of cultures and traditionsvi. He defines a civilization by what he calls objective elements such as language, history and primarily religion as well as by the subjective self-identification of people.Huntington argues the onset of globalization has led to increased levels of interaction between peoples of different civilizations, which in turn intensifies civilization consciousness and brings to the forefront their cultural differences which unlike ideological and political differences are fundamental and much less mutable nd hence less easily compromised. It's clear that people instinctively identify themselves closely to others who share common traditions, customs and histor y; I hold the belief however that Huntington downplays the penetration of globalization and focuses on one aspect of its possible consequences.It's not the differences that drive cultural conflict between peoples; it's the lack of understanding which in turn creates prejudices and fears. The increased interactions between peoples have led to a wider acceptance of and fascination with other cultures, helping us understand why foreign societies live the way they do. Huntington argues: ‘†¦ Russians cannot become Estonians and Azeri's cannot become ArmenianVii. An Estonian living in Russia will absorb aspects of Russian culture depending on one's willingness, length of stay and the extent to which one feels alienated or accepted by Russian society.Thus the objective elements invoked are not convincingly definitive in determining one's identity; an Englishman may choose to convert to Islam while a Chinese citizen in Shanghai may choose to learn French as a pastime. Globalizati on in itself has penetrated the long-standing limitations in global trade of the past; politicians ever ncreasingly have to consider the global implications of domestic policy. More than ever national states around the world are dependent upon each other; the United States Demands Chinese goods while China needs the US to buy its goods.Huntington ascribes ideas such as constitutionalism, human rights, the rule of law, tree markets and democracy as Western; unable to gain a tootnold in other civilizations. He writes: ‘Modern democratic government originated in the West. When it has developed in non-western societies it has usually been the product of the western colonialism or impositionViii. uggesting that somehow peoples of other civilizations may not be able to sustain or see the benefits of a form of democratic governance.The people of India would point out that democratic government was formed in their country despite, not because of the Westix. Today more than two- thirds of the world's governments operate in some form of democracy, which reaffirms the idea that democracy is a universal value, contradicting Huntington's view of its general Western exclusivity. If asked, most Middle-Easterners would prefer the idea of a democratic to authoritarian governancex; the limitation of democratic evelopment in the region however is a product of the unstable and incompatible political landscape rather than the irreconcilability of the culture.Defining the religious aspects of the Western Civilization, Huntington Justifies the grouping of Protestant and Catholic Christians into a single entity by emphasizing shared experiences in European history such as the Renaissance, the Enlightenment and the Industrial Revolution which in turn separates them from the Orthodox Christians beyond Central Europexi. Although it is evident that the closer proximity of those events has influenced Protestants and Catholics more than their Orthodox ounterparts, the closer resembla nce of Catholic and Orthodox practices and beliefs as opposed to Protestants is however neglected.Huntington consistently appeals to religion as the primary source of cultural identity, rightly so, to a Christian the creeds of their religion have a profound influence on their world view and thus how they would identify themselves. When speaking of the Islamic civilization however, Huntington doesn't seem to make the effort to differentiate between the major denominations of Shia, Sunni and Sufism which have so strongly influenced the historical and especially current political landscape of the Middle-East.In a passionate attempt to warn his fellow Americans of the potential threats that their country may face in the post-Cold War environment, Huntington essentially perpetuated ideas that were dangerous and self-fulfilling. The existence of a Confucian-Islamic connection that may threaten the West described by Huntingtonxii is yet to be empirically verified, as the Chinese and US eco nomies remain inter-linked and Barrack Obama moves towards a policy of dialogue in the Middle-East. Given the history of US foreign policy, legislators would have found Huntington's paradigm easy to understand and convenient in terms of implementation.A worldview of distrust towards foreign powers that demands the maintaining of military superiority in the name of security panders to the powerful military industrial complex in the US. In order to maintain peace, global stability and have any hopes of dealing with transnational issues such as global warming, policy makers should regard all nations as members of the world community and work closer with international organizations such as the UN and WTO in establishing universal laws. The alienation and coercion of other governments will indeed create an atmosphere of antagonism and hostility.

Advantages of Internet for Students

Advantages Of Internet For Students Nevertheless, students and teachers have experienced following 10 advantages of Internet. 1. Assortment of Information Lots of information of different kinds is kept on the web server on the Net. This means that millions web sites include various data in the shape of images and text. On every subject of the planet information can be easily collected by you. For this function, special sites, called search engines can be found on the Internet to search data of each and every subject of the planet. . Online Medical Guidance Several web sites will also be on the Web to obtain details about various conditions. You are able to consult with a cell of on-line physicians to obtain guidance about any medical problem. In addition, lots of material can also be on the Web for research in medical industry. 3. Looking for Jobs You are able to search various kinds of jobs throughout their vacant vacancies are advertised by the world, Most of the organizations/depa rtments around the world, on the web.The search engines will also be employed to search the jobs on the web. You are able to make an application for the necessary work through the Web. 4. Communication You are able to keep in touch with other through Internet all over the world. You could speak by seeing to 1 another; only you’re speaking with your pals in your drawing room. For this function, various services are supplied on the Internet such as; speaking, video conferencing, Email and Internet telephone an such like. 5. InformationThe Web enables students to see the most recent news on a particular topic they’re learning. If they’re learning American politics they may do an information search and discover what is happening on the planet of politics at that very time. It will help them link what they’re understanding how to real life. Additionally, it may keep them thinking about a topic. 6. Online Training The facility is provided by the internet to obt ain an online training. Several web sites of different colleges offer lessons and classes on different subjects or subjects.You may also obtain these classes or lessons in your personal computer. You are able to hear these classes repeatedly and obtain a large amount of understanding. It’s very simple and cheap method to get training. 7. Encyclopedia Occasionally, encyclopedia mightn’t constantly be accessible to individuals and so they might have trouble with in getting the use of the actual guides within the selection. If that’s the case, the encyclopedia of various topics on the Web could be useful. 8. Online Railway and Airplane SchedulesToday, railway and several Airline businesses offer their timing of trains and routes respectively on the web. 9. Online Results Today, all of the training boards and colleges present result on the web. Their results can be watched by the students from any kind of nation or world. 10. Advertisement Today, products are advert ised by most of the commercial organizations through Internet. It’s effective and inexpensive method for the marketing of goods. The services and products could be given lovely and attractive method to the people round the world.

Lean Accounting

Essay Question 1 What are the main benefits and challenges of implementing a lean accounting system in a lean manufacturing environment? Do you anticipate interest in lean accounting will grow, the methods will change, or the concepts will fade out and be replaced with another ‘flavor of the month’? How do you perceive lean principles affecting your career? Justify your answers. I. Lean Accounting Lean accounting often refers to more simplified accounting practices that focuses on eliminating waste, reducing production lead time, and producing products on customer demand. But Lean accounting does not stand alone. It is enabled by lean thinking and lean production methods. And lean accounting not only needs lean manufacturing, it also facilitates lean manufacturing. 1 That’s why lean accounting is always related to, but not necessarily have to be associated with lean manufacturing. Here are some specific positive reasons that lean accounting is important. 1. Reduces time, cost, and waste by eliminating wasteful transactions and systems. 2. A better way to understand costs, product costs and value stream costs. 3. Provides information for better lean decision making. 4. Identifies the potential financial benefits of lean manufacturing improvements. 5. Frees up the time for finance people to work on lean improvement. 6. Focuses the business around the value-added activities created for customers. 2 II. Benefits of Implementing a Lean Accounting System in a Lean Manufacturing Environment According to the positive reasons that addressed above, companies can be benefited from implementing a lean accounting system in a lean manufacturing environment in several different ways. 1. Eliminate Waste One of the most important objectives of lean improvement is to eliminate waste from the non-value-added . Chapter 2, â€Å"Maturity Path to Lean Accounting†, Practical Lean Accounting. 2. Chapter 1, â€Å"Why Is Lean Accounting Important? †, Practical Lean Accounting. activities and processes of the company. Companies can save costs, free up capacity and improve product quality through eliminating waste. Generally, most of the reduced waste translate s into available capacity. Then, companies can make good use of the freed up capacity to generate financial benefits. If the reduced waste saves costs, companies can reinvest the saved working capital into the business and make improvements in production. 2. Better Lean Decision Making Lean accounting methods for decision-making revolve around an understanding of the flow of production through the value streams, and the effect of these decisions on the value stream profitability and contribution. Why we need to manage the business through the value streams? It was repeatedly stressed that the primary importance in lean is the focus on the flow of the product from the customer order to its final delivery. 3 We can clearly analyze the performance of the company through three parts on a box score, i. e. , operational performance, capacity usage, financial performance. Then, it’s easy, clear, and quick to make decisions upon the specific information we need. Especially, the advantages are that we can change some of the information to see how they will affect the profitability and margin, like some of the exercise we did with the outsourcing decision, and the financial information is up to date, often to the current week. 4 3. Time Freed up Employees are often categorized into different value streams so that the time of employee has been freed up by lean accounting, meaning that companies produce the same level of product or services with fewer employees. And finance people do not have to spend a lot of time preparing the financial statements, because it’s simpler and straightforward, forecasting and budgeting. Another way to conclude is employees’ work efficiency has been improved. Companies will save money if labor cost is reduced, as labor cost is usually the highest expense in the companies. The freed up time not only saves cost, but also can be devoted to lean improvements to pursue the goal of continuous improvement. In addition, companies can use the available time to cross-train employees and create them more skilled. . Chapter 7, â€Å"Managing by Value Stream†, Practical Lean Accounting. 4. SMA (2) _Lean Accounting, Decision Making, P23. III. Challenges of Implementing a Lean Accounting System in a Lean Manufacturing Environment Although there are more benefits from the implementation of lean accounting, the challenges do exist. There are always two sides to a thing. And we can’t avoid some challe nges during the implementation process. 1. Senior Management Initiative This is the most critical part when implementing lean accounting in a lean manufacturing environment. Lean implementation across the company will not be successful if senior management is not fully committed. The same situation in Who’s Counting? , the company won’t achieve anything if the executives are not fully supportive. And there will be conflicts between different departments, because they are not on the same boat. 2. Short-term Profitability Companies may find out that there is no short-term financial improvement after implementing lean. And this causes comments such as: â€Å"We see wonderful results in operations, but they don’t show up in the financial statements. If lean is so great, why doesn’t it hit the bottom line? †5 So lean accounting faces with the challenge that how to present and convince the executive team with different perspective and make sure they don’t give up transforming into lean in the very beginning formation of lean. 3. Traditional Accounting System Stand in the Way For those companies who have already on the right track, it’s harmful for companies to still use the traditional accounting methods. There is a very common example of this problem. Using the traditional accounting methods do not show the financial benefit of lean manufacturing, especially hen there is a sudden reduction in inventory level which has a negative effect on company’s profitability. IV. Future of Lean Accounting Before this course, I didn’t even hear about lean accounting. But, after learning this new concept via different channels, I personally prefer the idea of lean accounting than traditional accounting. Now, people desperately find ways to make things simpler, and easier to understand and use. So, in my opinion, the future for lean accounting is promising in that it saves time and energy, provides understandable information for all others besides the finance . Chapter 4, â€Å"Financial Benefits of Lean Manufacturing†, Practical Lean Accounting. people, and is value-added. Lean production is a model for the future—it may well become an essential element of a sustainable global strategy. As Henry Ford so aptly noted, â€Å"Customers cannot be expected to pay for waste, nor can a worker be paid very much for producing waste. †6 Lean is all about eliminating waste and creates value for both customers and the companies. But there are some problems when it comes to the time needed to completely transform into lean. Recall this issue from Who’s Counting? , it takes time to implement lean accounting and see the anticipated outcome from it. And a most critical problem is that lean accounting requires proper environment, i. e. , a lean manufacturing environment, to work out. However, everything takes time and has its disadvantages. Maybe some changes will be added to it and make it happen without these problems. In a word, the best future for lean accounting will be figured out through more and more companies joining the implementation of lean accounting and those companies wanting the change. V. Lean Principles Affect the Career The five lean principles, to be simplified, are 1) Customer value; 2) Define the value stream; 3) Create flow; 4) Create pull; 5) Continuous improvement. From my understanding, I think these principles can be concluded by a concept in lean thinking, i. e. , PDCA (Plan-Do-Check-Act). First of all, there should be a short-term or long-term plan for my career. And the core objective is to create value for the work and the company. Second, implement those plans instead of just thinking; find the root cause to solve problems instead of running away from them; be proactive in work, that is to say, don’t wait others to push me move forward. Third, constantly check whether I am on my way towards the ultimate goal in my career and make changes accordingly. Fourth, be strict with myself. The organization should continuously strive itself to become better and better. So do I. I have to make progress every day in order to adapt to the changing environment. Seeking perfection can be the ultimate goal both in career and in life. 6. SMA _Lean Enterprise, Conclusion, P28. Bibliography [1] Tyler Lacoma, Demand Media, Accounting Differences with Lean vs. Traditional Manufacturing [2] Dan Antony, Demand Media, Benefits of Lean Accounting in a Lean Manufacturing Company [3] Dan Woods, Lean Accounting’s Fat Problem, 07/28/2009 [4] John Cleveland, Benefits of lean in the accounting department, Feb, 2005 [5] Brain Maskell; Bruce Baggaley, Practical Lean Accounting [6] SMA _Lean Enterprise; SMA _Lean Accounting [7] Karen M. Kroll, The Lowdown on Lean Accounting—A new way of looking at the numbers, Journal of Accountancy, July 2004

Lab report (Should we mine this ore) Example | Topics and Well Written Essays - 750 words

(Should we mine this ore) - Lab Report Example The experiment results proved that absorbance is proportional to the concentration. In relation to these, the experiment is related to Beer-Lambert Law which is the Beer-Lambert Law (A= Æ bC) is a combination of molar absorptive (e), sample concentration(C), solution thickness (b), absorbance (A). In this experiment, a standard curve was applied to determine and express the relationship between two quantities. In this case, the essay data is plotted to determine the concentration of the given substance .The Beer-Lambert Law can prove that the solution’s concentration is directly proportional to the solution’s absorbance. The Beer-Lambert Law is expressed as below: Furthermore, Absorbance= -log (%T) +2 is as well referred to as Beer’s Law. Percent transmittance and absorbance on the other hand was as well considered in this experiment. Absorbance represents the logarithmic measure of the level of light absorbed at a given wavelength as light passes through the solution. Furthermore, matter and light interaction also enabled us to further understand the basics of the lab experiment. Through Louis de Broglie theory and quantum physics, it is noted that matter and light interact through transmission, emission, reflection and absorption. Through data collection from multiple experiment trails, it can be employed to determine the percent transmittance. By definition, the percent transmittance is the intensities ratio of light through a medium to the initial light intensity. It can as well be employed to determine the relationship between the wavelengths and intensity passing through the solution. Percent transmittance is expressed as below: To determine the best acid to use from the analysis of the provided acid with the ore, firstly, 6M of the 3 acids and 3M of one acid were used to make 4 solutions with Cu (NO3)2.3H2O.In this case, 3M and 6M represented very strong acid concentration. The Cu(NO3)2.3H2O amount used that

Arguing against legalizing prostitution Essay Example | Topics and Well Written Essays - 2000 words

Arguing against legalizing prostitution - Essay Example On the other hand, Sweden has taken a different legal approach, decriminalizing the women in prostitution while at the same time penalizing the buyers. Prostitution should not be legalized; it should be treated as sexual exploitation and violence against women, and not as ‘sex work’. The arguments against legalizing prostitution apply to all state-sponsored forms of prostitution including the legal operation of brothels and pimping, decriminalization of the sex industry, regulating prostitution through registration and health checks for women, recognizing prostitution as ‘sex work’ or advocating it as an employment of choice (Raymond 315). Thesis Statement: The purpose of this paper is argue against legalizing prostitution, taking into consideration the various adverse outcomes for women in the domain. Prostitution Should Not be Legalized Raymond (315) argues that â€Å"legitimizing prostitution as work makes the harm of prostitution to women invisible, exp ands the sex industry, and does not empower the women in prostitution†. ... Legalization and decriminalization of the sex industry also converts brothels, sex clubs, massage parlors, and other sites of prostitution activities into legitimate venues where commercial sexual acts are allowed to thrive, with few legal restraints. Countries which criminalize women for prostitution activities, should advocate for the decriminalization of the women in prostitution. Such exploited women should not be punished by criminalization. However, pimps, buyers, procurers, brothels, or other sex establishments should not be decriminalized (Raymond 316). Legalization/ Decriminalization of Prostitution Promotes Sex Trafficking One of the root causes of sex trafficking is legalized or decriminalized prostitution industries. An argument supporting legalizing prostitution in the Netherlands was that legalization would help to end the exploitation of desperate immigrant women who had been trafficked to the country, for prostitution. However, the Budapest Group (1) argues that 80% o f women in Netherlands’ brothels were trafficked from other countries. The International Organization of Migration (IOM 4) stated that in 1994 nearly 70% of trafficked women were from the Central and Eastern European countries. Dutting (16) observes that although the government of the Netherlands presents itself as a champion of antitrafficking policies and programs, it has eliminated every legal obstacle to pimping, procuring and the running of brothels. In the year 2000, the Dutch Ministry of Justice argued for the authorization of a legal quota of foreign sex workers, because the Dutch prostitution market called for women of different nationalities. Further, in

Huey P. Newton and the Black Panther Party Research Paper

Huey P. Newton and the Black Panther Party - Research Paper Example With the assassination of Malcolm X in 1965, there was a vacuum as far as the leadership of the underprivileged blacks was concerned. This was filled with the arrival of the Black Panther Party on the scene. The establishment of the political party was done by Huey P Newton and Bobby G. Seale, in Oakland (Jeffries x, 2002). While the party may not have lasted too long and may not seem to have done much, the truth is that in certain pockets of the nation, it did improve the living conditions of the African American community. They helped in improving the self-esteem of the members of this community in a place like Oakland. In a place like Oakland, the energies of the African American male youth were dissipated and untapped. One of the most important achievements of the Black Panther Party and Huey P. Newton was to attempt to harness these energies into one single channel- the betterment of the race and to stand up to racist behavior from people in seats of authority. Newton speaks of his own experiences of having been a criminal in his essay â€Å"scoring†. The path of crime is not, according to Newton, one that every black man needs to take but the structural forces in American society often did force African American youths to take up this path. He argues that white communities in America committed burglary at a larger level, by taking what was rightfully the property of the African American community. He argues that the proclivity that street youth display for drugs and crime is related primarily to their inability to validate themselves. He cites his reading of existential philosophy as one of the reasons as to why he is able to decode the reasons as to why the black youth behaved the way they did in society (28-32, 2002). Another important contribution of the Black Panther Party to Oakland was the fact that they had organized the youth of this place into a force. Bobby Seale speaks of the poverty alleviation programs that were put in place in Oakland during the heyday of the Black Panthers Party in his book, Seize the Time: The Story of the Black Panther Party and Huey P. Newton. He argues that these programs were beneficial to the community because they created awareness in the community regarding the opportunities that they could seize rather than wait for. The objective of the program would be, according to Seale, the eradication of poverty. One of the main ways in which Seale and Newton sought to do this in the Oakland area was to create awareness about Black history. He says, My objective in the program was to teach Black American History if I could, and teach them also some degree of responsibility; not teach them responsibility in old Establishment terms, but in terms of their own people living in the community (35). The Panthers’ solution to the problem of poverty among the Black community of Oakland was to trace the history of the African American community and enable them to understand the structural reasons fo r their poverty. They were made to also understand that problems of drinking and cards were eroding the values of their society without leading to prosperity. The main problem that haunted the blacks was, according to the Panthers, American capitalism which led to the upliftment of a few blacks while leaving the rests in doldrums (MIA: History: USA: The Black Panther P

Why does God let people suffer Essay Example | Topics and Well Written Essays - 1250 words

Why does God let people suffer - Essay Example The existence of a powerful and benevolent deity responsible for the design and creation of the world as well exercising power over the laws of nature has been debated by both skeptics and believers for millennia. Skeptics have often enquired; If God is all knowing all powerful and all good as most religions tend to believe, then it translates there should be no evil in the world because he would be able and willing to prevent its occurrence. Conversely, believers claim that despite his possession of the above attributes, he has given humanity freedom of choice, which would be moot, if he were to exercise these powers over them. David Hume’s articles attempts an explanation of the compatibility of God’s nature with the imperfection and evil that characterizes the world. Hume takes it for granted that God exists, his focus in the article is to determine if evidence of an infinitely good powerful and perfect God can be derived from the imperfect nature of the world. With inference form Hume’s work this paper will defend this claim that the nature and existence of a benevolent God cannot be deduced by humans from the natural and imperfect condition of the universe. In support of this claim, Hume puts forward several arguments to demonstrate the nature of Gods workmanship of the universe and the many flaws, which in the eyes of human intellect cannot logically be used as inference of benevolent God. The fact that pain exists and animals are doomed to suffer it is the first contrivance of evil in Gods supposed creation, through pain and pleasure animals are forced to become vigilant as they engage in the never ending routine of self-preservation. Hume posits that pain in unnecessary and should not rationally be used as the extreme opposite of pleasure. When an animal is hungry or thirsty for instance, instead of just feeling a reduction of the pleasure it briefly experienced should why should it feel the pain of this deficiency (Clark 82)? If the world was created by a benevolent and all-powerful God, should he not simply eliminate the pain that courses so much suffering and substitute it with absence of pleasures? The unpredictable and sometime s punitive character of our natural environment also makes it difficult for the human faculty to understand or accept that a benevolent creator could have been behind the universe’s design (Hume). The world is fraught with disasters many, which man can neither predict nor prevent and it would be logical to assume that God in his goodness would mitigate to either end them or turn them to the advantage of humanity. However, nature seems to follow no moral code and to some extent, it can be seen as evil, even immoral in its action and inactions. When adults die through accidents of disease, there is always an allowance from religious perspective that they could have died in penance for their sins, in most communities this is universally recognized if not accepted. However, illness also strikes innocent children who are incapable of doing wrong and therefore, why them would they suffer the same as those who knowingly commit sins. If the concept behind the belief in God and religi on is that we should lead righteous and moral lives and those who do not will be punished, indeed it is said that the wages of sin are death. Ironically, hurricanes, tornados, and pestilence do not select their victims and therefore one is forced to question whether there is any merit in the natural laws that coincides with religious moral expectations. What is the point of leading moral lives if the good and evil are treated with the same lethal indifference by nature and why would God make it so? Another example of what makes the universe so irrationally constructed is the frugality with which abilities are distributed with each animal having so little control over its own pleasure. Elephants are bestowed with great strength but lack speed, humans have great intellect (Compared to beasts) yet they would be helpless without the

Management skill Essay Example | Topics and Well Written Essays - 3000 words

Management skill - Essay Example A part of the preparation process would also include elements such as preparing refreshments, making child care arrangements, ensuring adequate supplies of stationary and water and similar aspects. The third element is the actual meeting Process. This would involve the need to strike a balance between the (a) task dimension, which means what needs to be done in order to go through the necessary business for the meeting and (b) the maintenance dimension, which involves paying attention to the needs of those who will be present at the meeting and the interrelationships between them. The last element is the actual Practical action that is taken and the recording and evaluation of the outcomes of the meeting, through the inclusion of the minutes of meetings. This would also involve evaluating how people feel about the meetings and whether group problems have been identified and solved appropriately by the group. The Johari window of self images is a square containing 4 windows. Out of th e four windows, the one titled â€Å"My secrets† is the area that only the person concerned knows, while the window marked â€Å"my unconscious self† is the area that can be seen by no one, but which nevertheless, influences the individual’s personality. The window marked â€Å"my areas of ignorance† are those which cannot be seen by the person but can only be seen by others. Since this is an area that can only be seen by others, it is important that other people tell us about them in order for us to improve. Since the window marked â€Å"my unconscious self† is not visible to anyone, self disclosure is very important in order to illuminate this area through psychometric testing in order to illuminate what may be present in this window. The Myers Briggs test is the best indicator of personality type and is based upon self assessment that is derived from the inner mental processes. The five major mental processes are perceiving, judging, sensing, fe eling, thinking and intuition. Although all of the mental processes are used, most people tend to use one or the other to a greater or lesser extent and the degree to which the mental processes are used would constitute the kind of personality that the person has. Disclosure is very important in order to arrive at an evaluation and assessment of one’s inner traits and personality and to illuminate those areas which are not easily visible or evident to others. Since these are extremely private areas of one’s personality, it is not easy to extract pertinent information in this regard and people may be especially reluctant to disclose such information to others within a team context. One of the ways in which this process of disclosure can be facilitated is through explaining the relevance and importance of the Johari window testing. Individuals can build trust between themselves through the process of disclosing information about themselves, which would help them to learn more about themselves and build more trusting relationships with each other. The difficulties inherent in self disclosure are that it is difficult for individuals to divulge personal and uncomfortable details about themselves to other people. Disclosure in team settings can be

Healthcare ecosystems influences Research Paper Example | Topics and Well Written Essays - 750 words

Healthcare ecosystems influences - Research Paper Example In addition, the $5 billion system has managed to unite scientists and physicians of this renowned hospital with various health facilities and professionals. As such, the quality of services provided by the institution has improved, and patients can be assured of prompt and up-to-date service delivery. Ideally, the success and growth of the hospital is embedded on the development of School of Medicine. Although competition has been felt across the medical sector, John Hopkins has always performed immensely due to the frequent research on the current trend of medical operations. John Hopkins Hospital mission statement provides a pictorial presentation of the activities undertaken by the organization. The mission of the organization is to improve the health of individuals in the society and to set the required standards that the world can emulate. As such, the success has been felt in clinical care, research, and education. Although this success has not been effectively achieved, the management is undertaking strategies that will enhance the attainment of its mission. Some of the strategies include educating medical students on the current trends in the medical field, providing medical seminars to health care professionals and scientists, conducting research on biomedical, and providing patient-centered medicine that prevents, diagnoses, and treats various ailments (Kushniruk, 2008). Indeed, the report provided by World Health Organization (WHO) highlighted the superiority of John Hopkins Hospital in disseminating its services in the community. The hospitalà ¢â‚¬â„¢s vision is to provide an inclusive and diverse environment that enhances intellectual creativity, discover, and transmission of innovative knowledge in the world. In improving the health of individuals, though adequate medical services and practitioners, John Hopkins Hospital thrives to achieve its vision. Medical leadership has been

The Cure Essay Example | Topics and Well Written Essays - 750 words - 1

The Cure - Essay Example The two parents, Aileen, and John requested for an appointment with a doctor to examine the state of their two affected children. The diagnosis given to the children included Pompe for Megan while Patrick’s diagnosis was to come later in a few months. Pompe is a disease that is genetic in nature. It is due to unbroken glycogen that results from a deficiency in enzymes that breaks glycogen down. Sugar in the body builds up and is stored as glycogen. Glycogen is then deposited in the muscles of the body. The resultant effect is cells lacking energy and other necessities for them to function optimally. Consequently, the muscles will go through a lot of malnourishment. The effects of Pompe will cover the respiratory system and the muscles. A common phenomenon is children dying from a failure in the respiratory. The latter is also called cardiac arrest and occurs as the heart enlarges slowly. The lifespan of children diagnosed with Pompe is significantly reduced and only have a few years. The cause of Pompe is the mutations that the GAA gene undergoes. The task of GAA is the production of alpha Maltese. Alpha Maltese is an enzyme that handles the breakdown of glycogen into glucose that is usable by the body. The enzyme’s production will fail if GAA undergoes mutation. Glycogen, as a result, is not decomposed to form pure sugar. However, the cells in the body make use of glucose and cannot do so with glycogen. Too much glycogen in the cells will become toxic to the body. The more the build of glycogen, the weaker the muscles get and the levels of damage get worse. Pompe is fair when traced in an adult as compared to a child. Although it is rare, it is considerably fatal in children. There are three varied types of Pompe disease that doctors and scientist have established. Their differences come how severe they are and age of appearance. They include non-classic

The rate of a chemical reaction Essay Example for Free

The rate of a chemical reaction Essay The equation for resistance using resistivity is Resistance = resistivity x length / area of cross section of the wire The resistivity of Nichrome at 250C is 100 x 10-8 ohm-m. The radius of the wire isResistance = resistivity x length / area of cross section of the wire Resistance = 100 x 10-8 x 0. 4m / 6. 16m2 x 10 -8 Resistance = 6. 49 ? rounded 2 d. p. TPlan Aim I aim to find out if the length of a Nichrome wire affects the resistance. Safety To ensure this experiment is safe I will:  Ensure that the power pack does not exceed 2 volts in case the wires overheat.    I will also only leave the power pack on for short amounts of time so the wire does not overheat. I will not perform the experiment in a wet area because water is a very good conductor of electricity and so this would be very dangerous.   I will not touch the wire once the power pack is switched on because the current will heat up the wire. Factors to control The independent variable will be: 1 The amount of resistance in different lengths of wire. The variables that I will keep the same will be: 2 Width of wire- I must keep the wire a thickness of 32SWG. If I change the width of the wire the resistance will change because there is more resistance in a thicker wire because there are more fixed ions so there are more collisions in the wire and more successful collisions means the resistance will increase 3 Material of wire- different materials will affect the amount of free electrons that are able to move through the wire. If there are more or larger atoms then there will be more collisions. This causes the voltage of the wire to increase causing a higher resistance. Also if the atoms in the material are more closely packed then the electrons will have more frequent collisions and the resistance will increase. I will use Nichrome only. 4 Density of wire- In a higher density wire there will be a higher resistance because there will be more fixed ions and more collisions. 5 Temperature of wire- If the wire is heated up the atoms in the wire will start to vibrate because of their increase in energy. This causes more collisions between the electrons and the atoms as the atoms are moving into the path of the electrons. This increase in collisions means that there will be an increase in resistance. 6 Shape of wire- the wire will be straight and taped to a meter rule, the shape of the wire may increase the resistance. 7 Voltage of 2 volts- I will have to keep a constant voltage because if the voltage changes then the resistance will change. The equation for resistance = voltage / current. If voltage increases, resistance increases. Apparatus The apparatus I will need to perform this experiment will be: 1 Power pack (2volts) 2 Ammeter 3 Voltmeter 4 6 wires 5 2 crocodile clips 6 Meter rule 7 Masking tape 8 Board marker Circuit diagram Method I have chosen to take a range of 10 lengths. I have chosen a range of 10 as to plot an accurate graph I will need at least 10 points to mark on the graph. The lengths that I have chosen are as follows: 10cm, 20cm, 30cm, 40 cm, 50cm, 60cm, 70cm, 80cm, 90cm and 100cm. I have chosen these lengths because the meter ruler can easily measure them and enough results to make a firm conclusion. To change the length of the Nichrome wire during the experiment I will tape down 1 meter of Nichrome 32 swg wire to a meter rule. I will then connect the 2 crocodile clips different distances apart using the measurements on the meter rule. The wire will be attached at X in the circuit. In my experiment I will find the current in the circuit using an ammeter and I will find the voltage in the wire using a voltmeter. I will take these two readings so I can then calculate the resistance using the equation resistance = voltage / current. I want to make my experiment as accurate as possible so I want to produce repeat readings so that I can find an average resistance. I will be using a variable resistor in my experiment to produce these repeat readings. I will draw 4 equally spaced points on the variable resistor with a board marker. To get my repeat readings I will move the variable resistor to these 4 points and get four readings for each length. After I have found the average resistance for each length of wire I will produce a graph showing the average resistance against the length of the wire. I will draw on my graph a line of best fit and then from this I will be able to see if my prediction was correct and if the resistance does increase when the length of wire increases. 1. Set up a circuit as shown above. Set the power pack at a constant voltage of 2 volts. 2. At X in the circuit the wire will be placed. I will first connect the crocodile clips 100cm apart. Then turn the voltmeter and ammeter on and ensure the variable resistor is set at the first point. 3. Now turn on the power pack and record the first results shown on the ammeter and voltmeter. I must take the first results because the results may change due to overheating if the power pack is left on. Now turn off the power pack. 4. To take my repeat reading of 100cm I will then move the slider on the variable resistor to the second marked point. I will now turn on the power pack and record the first result shown on the ammeter and voltmeter. 5. I will continue taking my repeat readings and moving the variable resistor along and recording the results for 100cm. 6. I will then change the length of wire to 90cm by moving the crocodile clips and i will set the variable resistor at the first point. Then I will turn on the power pack and record the first set of results. I will take 4 repeat readings for each length of Nichrome wire. 7. I will record 4 repeat readings for each length of Nichrome wire until I have results for all 10 lengths. Results table Length (cm) Repeat number Voltage (volts) Current (amps) Resistance (? ) Average 17. 82 I have put in bold any anomalous results. Analysing and considering evidence Conclusion From my graph I can tell that my prediction was correct. As the length increases the resistance increases, a piece of 20cm wire has a resistance of 3.8 ? and a piece of 30cm wire has a resistance of 5. 6 ?. This is because a longer piece of wire has a higher resistance because in a longer piece of wire there are more collisions between the electrons and the metal ions. In every successful collision energy is lost from the electron to the wire ions. The result is that the voltage of the wire increases. Because the equation for resistance is resistance = voltage / current, the resistance then increases. From my line of best I can also tell that as the length doubles the resistance always almost doubles too. A piece of 20cm wire has a resistance of 3.8 ? and a piece of 40cm wire has a resistance of 7. 4 ?. Double 3. 8 ? is 7. 6 ? this is almost double but not quite probably because my experiment was not quite accurate. A piece of wire 30cm long had a resistance of 5. 6 ? and a piece of wire 60cm long has a resistance of 11. 1 ?. This is also almost double, double 5. 6 ? is 11. 2 ?. The resistance doubles as the length doubles because there can be double the amount of successful collisions so double the amount of energy is lost causing the voltage to double and so the resistance doubles. Key Electron Metal ion Predicted results Length (cm) Predicted resistance ( ? ) Actual resistance ( ? ) Difference (ll of my results were quite close to my predicted results but as the length increases my predicted resistances become less accurate. This could have been for several reasons that are mentioned in my evaluation but probably as my experiment went on the wire overheated so my results became less accurate. Evaluating My method of collecting my results worked quite well. I gained the results I expected from my experiment. The quality of my evidence was good. My line of best fit went through almost all of my points on my graph and was quite similar to my predicted line of best. I did have some anomalous results. When I experimented with 10cm of Nichrome wire my fourth repeat readings was quite different to the other readings. It had a resistance 0. 87 ? that was the lowest repeat readings for 10cm. The second lowest was 1. 80 ? , this is quite a lot more than the anomalous result. When investigating which 30cm of Nichrome wire I had another anomalous result that was 6. 48 ? , the third repeat reading. This was the biggest repeat reading. The second largest was only 5. 89 ?. This could have been because: I left the power pack on too long. This causes the wire to overheat.   When I was measuring the lengths of the Nichrome wire my measurements might have been slightly inaccurate. The rulers used might not have been exact and it was difficult to get an accurate reading of length by eye as the wire was not completely straight. Also the ruler may have been of different thicknesses throughout the length. This would have contributed as a slight error in my results.   The ammeter and voltmeter could have been slightly faulty and not given me correct, accurate readings.   I connected the wire into the circuit using crocodile clips. These were quite loose and so this could have made my results less accurate. If I improved my method I could either attach the wires with tape but this may affect my results so instead I could solder the Nichrome wire into my circuit. It was difficult to adjust the variable resistor slider accurately only by eye. If I did the investigation again I could try to and adjust the variable resistor accurately I will use an advanced digital variable resistor.   I also found it difficult to measure exact lengths against the meter rule because the crocodile clips didnt clip on to the wire very securely. If I did the investigation again I could pre cut all the lengths of wire before the experiment instead of just connecting the crocodile clips at different distances apart on the meter rule. To further my investigation I could use the same method but increase the range of lengths. I could use lengths of up to 3 meters. I could take readings from lengths at smaller intervals; I could take reading every 5cm instead of every 10cm as I did. I could also take more repeat readings to get a even more accurate average. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Christology Case Essay Example for Free

Christology Case Essay Have you ever wondered if peoples’ names have any real value or significance? If it has any connection to our inner selves, and most specially our souls? A persons name matters a lot more than we might think; names are given to us which we wear like a label through most of our lives. This is something that allows us to distinguish one from another in speech and writing, but it is truly nothing more than a label and seldom has any true energetic connection to who or what we are. A name can be generally termed as something by which a certain thing possesses the quality of being known so that it establishes its distinctive identity and existence in the scheme of things. Therefore, a name is the very base of the being of something. A name is more than a label. It’s a description of who you are and what your path and purpose in this experience is, was and will be. It is the perfect energetic compliment to your understanding of this experience for yourself; your role, your relationships to others, basically everything about you. â€Å"A name powerfully symbolizes character and importance. â€Å" There are first name, middle name, last name, surname, nick name, family name, given name and etc. when the reference is to people. A surname is usually inherited and, while it may be changed, some form of it is usually retained. Given names are more important in a way because they represent a voluntary choice by the parents or, sometimes, by an individual. By all means, a name is usually not given lightly. My Name Is JAZZY REJEL AGUILLON GOLOSO MEANING Jazzy This name is believed to have an American origin which means â€Å"Fragrant Flower†. Its meaning and origin came from a variantof the Persian Yasmin (Jasmine). Jazzy usually means unconventional or unusual†, to stand out and are different from the people around you in a good way. Jazzy personality -means you are outgoing, talkative, funny, and fun to be around. Jazzy sense of humor means you are clever and think of jokes that other people wouldnt think of. It could possibly mean that your sense of humor is a little bit crass and you joke about things that others wouldnt joke about. But not necessarily it could be completely complimentary. Jazzy clothes or a jazzy dresser -means you probably wear bright, unusual colors or patterns, or your clothes show a unique and modern sense of style. What does it mean to other language? In Spanish -Sassy In French -Sophisticated In Danish -Over smart â€Å"REJEL† Rejel or Rigel \r(i)-gelIt is Arabic origin,and the meaning of Rigel is â€Å"foot†. In the Orion constellation, Rigelis the blue star of the first magnitude that marks the hunter’s left foot. Nickname (jazz) Jazz, coming from the word Jasm is thought to derive from or be a variant of slang jism or gism, which is defined as spirit; energy; spunk. . Deepening the nexus among these words is the fact that spunk is also a slang term for semen, and that spunk, like jism/jasm, also means spirit, energy, or courage. Other proposed origins include French jaser, meaning to chatter or chat, and French chasser, meaning to chase or hunt and from Irish teas, which is pronounced jass and means heat or passion. ACRONYMN J is for jolly, the fun side! A is for abundant, cheer knows no bounds. Z is for zeal, zest for life. Z is for zany, the funny side of me! Y is for yearn, my innermost desires. R is for reasonable, understanding way. E is for enchant, for enchant will. J is for jolly, the fun side! E is for eternal, spirit will live. L is for loyalty that I show. FAMOUS PEOPLE HAVING THE SAME NAME DJ Jazzy Jeff- Jeffrey Allen Townes, also known as DJ Jazzy Jeff or simply Jazz, is an American hip hop, RB disc jockey, record producer, turntablist and actor. He is best known for his early career with Will Smith as DJ Jazzy Jeff The Fresh Prince. Jazz Raycole-an American actress and dancer. Jazzy Rhia-female rapper. Research from my parents My mother told me why she named me Jazzy Rejel it’s because of her name Jenny while my father’s name is Romeo the first letter of my first name is from the first letter of my mother’s name, while the first letter of my second name is from the first letter of my father’s name . She said that she named me Jazzy Rejel since when I was born I was cute and adorable. How I could stand up to my name? As what I have researched, my two names mean a fragrant flower and a star- which is at the foot of a constellation. With such unique name, it was hard looking for meanings but as I discover what my name means; it was astonishing to know that my name really fit my personality. If I would be asked to give my own meaning to my name basing on this, I would say that Jazzy Rejelmeans a bubbly, perky person who will do everything to reach her goals and become that star, become a part of something important. I would carry on with my good works, remain as humble and lively and improve on my mishaps. END.

Language Learning Strategy Instruction Education Essay

Language Learning Strategy Instruction Education Essay Language learning strategies are the conscious thoughts and actions taken by learners to achieve a learning goal (Chamot, 2004). On the other hand, Language Learning Strategy Instruction (LLSI) or better known as learner training is a key way for teachers to help learners learn autonomously. It includes two important areas. They are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore, 2004). This article provides an overview of language learning strategies instruction and discusses the definitions, importance, past and recent research, types of language learning strategies instructions, employing language learning strategies into their daily language classroom and models of language learning strategy instruction. Keywords: language learning, definitions, importance, research. types, models Introduction Language learning strategies are employed by learners to complete listening, vocabulary, speaking, reading, and writing activities presented in language lessons. When a task has to be completed or a problem need to be solved, language learners will use metacognitive, cognitive or social/affective strategies that they possess to attend to the language learning activity (Oxford, 1990). While experienced language learners can approach language learning problems in a systematic way and are successful in selecting appropriate strategies to complete a language-learning task, novices may be less efficient at selecting and using strategies to task (OMalley Chamot, 1995). Irrespective of language learning experiences, both groups of learners will need instruction on how to use strategies efficiently to develop their language learning and language performance (Wenden, 1987, OMalley Chamot, 1995, Cohen, 1998,). One way to guide learners towards the effective use of learning strategies is to i ncorporate Language Learning Strategy Instruction into daily language lessons (Kinoshita, 2003). This article addresses the following questions: What are the definitions of language learning strategy instruction or LLSI? What does past and present research say about language learning strategies instruction? What are the types of language learning strategy instruction? What are the models of LLSI? How to integrate LLSI into a language classroom? Definition of Language Learning Strategies Instruction Language Learning Strategy Instruction (LLSI) is also known as strategy training, learner training, learning to learn training, learner methodology training and methodological initiation for learners (Oxford 1990). Language learning strategy instructions are the initiation, structuring and control of the singular individual steps as part of the whole language learning process. In other words, language learning strategies instruction is the operationalization and implementation of strategies to improve the progress in developing language skills (Green Oxford 1995). LLSI are also procedures that facilitate a learning task. Strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. Once a learning strategy becomes familiar through repeated use, it may be used with some automaticity, but most learners will, if required, be able to call the strategy to conscious awareness (Chamot 2005). According to some scholars, LLSI is a key way for teachers to help learners learn autonomously. It includes two important areas. These are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore 2003). Tudor (1996) describes LLSI as the process by which learners are helped to deepen their understanding of the nature of language learning and to acquire the knowledge and skills they need in order to pursue their learning goals in an informal and self-directed manner. The Importance of LLSI Research shows that learners who receive LLSI or strategy training generally learn better than those who do not, and that certain techniques for such training are more beneficial than others (Oxford 1990). Lee (1995) in her study pointed out that second language learner can become more autonomous in the language learning process. The results not only showed that students gained better final exam grades than mid term exam grades but also confirmed the previous studies by OMalley et al (1985b). Her findings also revealed that language learning strategies instruction for second language learner is an efficient means for helping college students at the beginning level. With strategy training, students can learn how to study a second language, improve their learning and language skills, monitor and evaluate their performance, and become more aware of what helps them learn the language they are studying (Cohen 2000). By examining the strategies used by second language learners during the language learning process, we gain insights into the metacognitive, cognitive, social, and affective processes involved in language learning. Besides, less successful language learners can be taught new strategies, thus helping them become better language learners (Grenfell Harris, 1999). Research on Learning Strategies Instructions Research on language learning strategy instruction has been interested in verifying the effectiveness of particular strategy training. Researchers have experimented with instructing language learners to use selected learning strategies as a way to improve language performance (Kinoshita, 2003). Cohen and Aphek (1980) trained learners of Hebrew on how to recall new words by using paired associations and found that learners perform better in recalling tasks when they form associations (Ellis, 2002). In a study by Weinstein (1978), students in the ninth grade were trained to use a variety of strategies and apply them to reading comprehension and memory tasks. The positive results showed that students trained in elaboration strategies significantly outperformed the students who received no training (OMalley Chamot, 1995). Wenden (1987) describes that providing students with a checklist of criteria to self-evaluate their oral production resulted in successful use of self-evaluation as a learning strategy. The consensus of these investigations and others (Bialystok 1983; Gagne 1985; Sano 1999; Dadour 1996) tell us that language learning strategies are teachable and training language learners to use selected learning strategies can lead to positive effects on task performance in the language learning process. Research on strategy instruction has also investigated the instructional sequences used by language instructors to implement strategy instruction into foreign language lessons. One of the research interests of Chamot et al. (1988) was to discover how three regular classroom teachers integrated strategy instruction into their Spanish and Russian foreign language class activities. The results showed that although each participating instructor had an individual way of providing learning strategy instruction (OMalley Chamot, 1995), all three instructors opted for direct instruction (informing students of the purpose and value of strategies) and followed a structured sequence of introducing, practicing, reinforcing and evaluating strategy use each language activity (Kinoshita, 2003). Research by Robbins (1996) and Grunewald (1999) provides insights into instructional sequences and teaching approaches. Robbins (1996) renders a qualitative description of the instructional sequence used to implement strategy instruction at two universities in Kyoto, Japan. As a framework for strategy instruction, he used the Problem-Solving Process Model. Students were instructed to use the model to plan, monitor, use and evaluate strategies as they attended to language learning tasks. The instructional sequence for each lesson are modeling, explaining, encouraging, and prompting the use of strategies. Grunewalds action research (1999) shows evidence of how strategies instruction can been integrated into foreign language lessons. Grunewald developed an optional supplementary system of useful language learning techniques or strategies. Supplementary learning strategies were identified for each language skill presented in the course book and direct instruction of these language strategies were integrated into the weekly language lessons. The teaching approach used for strategies instruction includes awareness raising, explicit naming of strategies, practice and self-evaluation and monitoring Types of Language Learning Strategies Instruction Language learning strategies instructions can be taught in at least three different ways namely awareness training, one time strategy training and long term strategy training (Oxford, 1990). Awareness training Awareness training is also known as conscious raising or familiarization training. In this situation, participants become aware of the language learning strategies and the way these strategies can help them accomplish various tasks. This training should be fun and motivating so that participants can expand their knowledge of strategies. Participants can be teachers, students or anyone else interested in language learning processes (Oxford 1990). One time strategy training One time strategy training involves learning and practicing one or more strategies with actual learning tasks. This kind of training normally gives the learners information on the value of the strategy, when it can be used, how to use it and how to evaluate the success of the language strategy. This training is suitable for learners who have a need for a particular and targeted strategy that can be taught in one or a few sessions. In general, this strategy is not as valuable as long-term training (Oxford 1990). Long term strategy training Long term strategy training involves learning and practicing strategies with actual language tasks. Students learn the significance of a particular strategy, when and how to use it, how to monitor and evaluate their own performance. Long term training is more prolonged and covers a greater number of strategies. This strategy is most likely to more effective than one time training (Oxford 1990). LLSI Models Research on the learning strategies that second language students generate and strategies that can be taught is of great significance in understanding the operation of cognitive processes during second language acquisition (OMalley Chamot, 1990). Instructional models and materials are helpful in illustrating the ways in which research findings can be converted into practical classroom activities. LLSI Model by OMalley and Chamot OMalley and Chamot (1990) model is based on cognitive theory. The Cognitive Academic Language Learning Approach (CALLA) is designed to develop the academic language skills of limited English proficient students in upper elementary and secondary schools. The theoretical model on which CALLA is based, suggests that language is a complex cognitive skill. It requires extensive practice and feedback in order to operate at an autonomous level. The CALLA lesson plan framework incorporates learning strategy instruction, content area topics, and language development activities. Learning strategy instruction is both direct and embedded. In CALLA, new learning strategies are introduced and familiar ones are practiced (OMalley Chamot 1990). CALLA lessons include both teacher directed and learner centered activities. They specify three types of objectives, namely, content objectives, language objectives, and learning strategy objectives. Each CALLA lesson is divided into five phases: preparation, presentation, practice, and evaluation and expansion activities (refer to Figure 1.1). Theses phases are often recursive and the teacher may wish to go back to earlier phases in order to clarify or provide additional instruction. Preparation Expansion Activities Evaluation Presentation Practice Figure 1.1 LLSI Model by OMalley and Chamot (1999) Preparation In the preparation phase, the teacher finds out , through brainstorming, what students already know about the concepts in the subject area to be presented and practiced, what gaps need to be addressed and how students have been taught to approach a particular type of learning activity. The lessons objectives are explained to students and new vocabulary is developed. The learning strategies most commonly taught in this phase are elaboration, advance organization and selective attention (OMalley Chamot 1990). Presentation In the presentation phase, new information is presented and explained to students in English that is supported by contextual clues such as demonstration and visuals. Teachers make sure that students comprehend the new information so that they will be able to practice it meaningfully in the next phase of the lesson. Some of the learning strategies taught and practiced in this phase are selective attention while listening or reading, self monitoring, inferencing, elaboration, note taking, imagery and questioning for clarifications (OMalley Chamot 1990). Practice The practice phase of the lesson is learner centered. Students engage in hands on activities to practice the new information they were exposed to in the presentation phase. The teacher acts as a facilitator in helping students assimilate the new information and use it in different ways. Cooperative leaning in heterogeneous teams is particularly effective during the practice phase, as students can work together in small groups to clarify their understanding of the information previously presented. The learning strategies in this phase are self monitoring, organizational planning, resourcing, grouping, summarizing, deduction, imagery, auditory representation, elaboration, inferencing, cooperation and questioning for clarification (OMalley Chamot 1990). Evaluation In this phase, students check the level of their performance so that they can gain an understanding of what they have learned and any areas they need to review. Evaluation activities can be individual, cooperative or teacher directed. Learning strategies practiced in the evaluation phase are: self evaluation, elaboration, questioning for clarification, cooperation and self talk (OMalley Chamot 1990. Expansion activities In the expansion phase, students are given a variety of opportunities to think about the new concepts and skills they have learned, integrate them into their existing knowledge frameworks, make real world applications and continue to develop academic language. This phase also provide the opportunity to exercise higher order thinking skills such as inferring new application of a concept, analyzing the components of a learning activity, drawing parallels with other concepts, and evaluating the importance of a concept or a new skill. LLSI Model by Oxford Oxfords eight-step model (refer to Table 1.1) for strategy training focuses on the teaching of learning strategies. It is especially useful for long term strategy training. It can also be adapted for one-time training by selecting specific units. The first five are planning and preparation steps, while the last three involve conducting, evaluating and revising the training. Table 1.1: Strategy Model by Oxford (1990) Determine the learners needs and the time available Select strategies well Consider integration of strategy training Consider motivated issues Prepare materials and activities Conduct completely informed training Evaluate the strategy training Revise the strategy training Step 1: Determine the Learners Needs and the Time Available The initial step in a training program is to consider the needs of the learners and determine the amount of time needed for the activity. Consider first who the learners are and what they need. Are they children, adolescents, college students, graduate students or adults in continuing education? What are their strength and weaknesses? What learning strategies have they been using? Is there a gap between the strategies they have been using and those learners think they have to learn? Consider also how much time learners and learners students have available for strategy training and when learners might do it. Are learners pressed for time or can learners work strategy training in with no trouble? Step 2: Select Strategies Well First, select strategies which are related to the needs and characteristics of learners. Note especially whether there are strong cultural biases in favor or against a particular strategy. If strong biases exist, choose strategies that do not completely contradict what the learners are already doing. Second, chose more than one kind of strategy to teach. Decide the kinds of compatible, mutually supporting strategies that are important for students. Third, choose strategies that are generally useful for most learners and transferable to a variety of language situations and tasks. Fourth, choose strategies that are easy to learn and valuable to the learner. In other words, do not include all easy strategies or all difficult strategies (Oxford 1990). Step 3: Consider Integration of Strategy Training It is most helpful to integrate strategy training with the tasks, objectives, and materials used in the regular language training program. Attempts to provide detached, content independent strategy training have been moderately successful. Learners sometimes rebel against strategy training that is not sufficiently linked to their own language training. When strategy training is integrated with language learning, learners understand better how the strategies can be used in significant, meaningful context. Meaningfulness makes it easier to remember the strategies. However, it is also necessary to show learners how to transfer the strategies to new tasks, outside of the immediate ones. Step 4: Consider Motivational Issues Consider the kind of motivation teachers will build into a training program. Decide whether to give grades or partial course credit for attainment of new strategy. If learners have gone through a strategy assessment phase, their interest in strategies is likely to be heightened. If a teacher explains how using a good strategy can make language learning easier, students will be more interested in participating strategy training. Another way to increase motivation is to let learners have some say in selecting the language activities or tasks they will use, or let them choose strategies they will learn. Language teachers need to be sensitive to learners original strategy preferences and the motivation that propels these preferences. This means that teachers should phase in very new strategies gently and gradually, without whisking away students security blankets. Step 5: Prepare Materials and Activities The materials that can be used for strategy training are handouts or handbook. Learners can also develop a strategy handbook themselves. They can contribute to it incrementally, as they learn new strategies that prove successful to them. Step 6: Conduct Completely Informed Training Make a special point to inform the learners as completely as possible about why the strategies are important and how they can be used in new situations. Learners need to be given explicit opportunity to evaluate the success of their new strategies and exploring the reasons why theses strategies might have helped. Research shows that strategy training which fully informs the learners, by indicating why the strategy is useful and how it can be transferred to different tasks, is more successful than training that does not. Most learners perform best with completely informed training (Brown et al., 1980a). In the very rare instances, when informed training proves impossible, more subtle training techniques might be necessary. For example, when learners are through cultural influences, new strategies need to be camouflaged or introduced very gradually, paired with strategies the learners already know and prefer. Step 7: Evaluate the Strategy Training Learners own comments about their strategy use are part of the training itself. These self assessments provide practice with the strategies of self monitoring and self evaluating, during and after the training, own observations are useful for evaluating the success of strategy training. Possible criteria for evaluating training are task improvement, general skill improvement, maintenance of the new strategy, transfer of strategy to other relevant tasks and improvement in learners attitude. Step 8: Revise the Strategy Training The evaluation phase (Step 7) will suggest possible revisions. This leads right back to Step 1, a reconsideration of the characteristics and needs of the learners in light of the cycle of strategy training that has just occurred. How to Integrate LLSI into Language Classroom? LLSI may be integrated by teachers into their daily language classroom. LLSI is needed to enhance listening, speaking, reading, or writing course in language learning and teaching. There are three steps in implementing LLSI in the classroom according to Clouston (1997). Step 1 : Study your teaching context Step 2: Focus on LLS in your teaching Step 3: Reflect and encourage learner reflection Step 1: Study Your Teaching Context By observing students behaviour in class, teachers will be able to see what LLS they are using. Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about ones students, their goals, motivations, and LLS, and their understanding of the particular course being taught. Teachers should study their own teaching methods and overall classroom style. One way to do so is to look at their lesson plans and identify if they have incorporated various ways that students can learn the language (Cloustan 1997). Step 2: Focus on LLS in Your Teaching Focus on specific LLS in your regular teaching that are relevant to your learners, your materials, and your own teaching style. LLS may be used in learning to write or in writing, and filling in the gaps with other LLS for writing that are neglected in the text but would be especially relevant for your learners. Provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class activities for your course (Gardner and Miller 1996). Step 3: Reflect and Encourage Learner Reflection In implementing LLSI, purposeful teacher reflection and encouraging learner reflection form a necessary third step. On a basic level, it is useful for teachers to reflect on their own positive and negative experiences in language learning. After each class, one might reflect on the effectiveness of the lesson and the role of LLSI within it. In addition to the teachers own reflections, it is essential to encourage learner reflection, both during and after the LLSI in the class (Cloustan 1997). Conclusion When including strategies based instruction in a second language curriculum, it is important to choose an instructional model that introduces the strategies to the students and raises awareness of their learning preferences; teaches them to identify, practice, evaluate, and transfer strategies to new learning situations; and promotes learner autonomy to enable students to continue their learning after they leave the language classroom (Cohen, 2003). It is important that learning strategies research continue, both in these and other directions, for only through a better understanding of the learning and teaching process can more language learners achieve the level of success that currently characterizes only a small proportion of all students studying a second or foreign language around the world. Language learning strategy instruction can contribute to the development of learner mastery and autonomy and increased teacher expertise, but additional research in specific language learning contexts is essential to realizing its potential to enhance second language acquisition and instruction.

Dmitri Ivanovich Mendeleev :: Essays Papers

Dmitri Ivanovich Mendeleev Dmitri Mendeleev was one of the most famous modern-day scientists of all time who contributed greatly to the world’s fields of science, technology, and politics. He helped modernize the world and set it farther ahead into the future. Mendeleev also made studying chemistry easier, by creating a table with the elements and the atomic weights of them put in order by their properties. Dmitri Ivanovich Mendeleev was born in Tobolsk, Siberia, on February 7, 1834. The blonde-haired, blue-eyed boy was the son of Maria Dmitrievna Korniliev and Ivan Pavlovitch Mendeleev and the youngest of 14 children. Dmitri’s father, Ivan died when Dmitri was still very young and Dmitri’s mother, Maria was left to support her large family. Maria needed money to support all her children, so she took over managing her family’s glass factory in Aremziansk. The family had to pack up and move there. Maria favored Dmitri because he was the youngest child and started saving money to put him through college when he had still been quite young. As a child, Dmitri spent many hours in his mother’s factory talking to the workers. The chemist there taught him about the concepts behind glass making and the glass blower taught him about the art of glass making. Another large influence in Dmitri’s life had been his sister, Olga’s, husband, Bessargin. Bessargin had been banished to Siberia because of his political beliefs as a Russian Decembrist, (Decembrists, or Dekabrists as they were known in Russia, were a group of literary men who led a revolution in Russia in 1825.), so he spent most of his time teaching Dmitri the science of the day. From these people, Dmitri grew up with three key thoughts: â€Å"Everything in the world is science,† from Bessargin. â€Å"Everything in the world is art,† from Timofei the glass blower. â€Å"Everything in the world is love,† from Maria his mother. (Dictionary of Scientific Biography. p. 291.) As Dmitri grew older, it became apparent to everyone that Dmitri understood complex topics better than others did. When Dmitri turned 14 and entered school in Tobolsk, a second major family tragedy occurred-his mother’s glass factory burned down to the ground. The family had no money to rebuild the factory, except for the money that Dmitri’s mother had saved for him to attend a university.

Lincoln and The 1864 Presidential Election Essay -- Government

The 1864 presidential election was one of the important elections in the American History. In the middle of a devastating civil war, the United States had held its presidential election almost without discussing any alternative (American President: A Reference Resource). None of the other Democratic nations had ever conducted a national election during the time of war. While there was still talk going in postponing the election. That was when Lincoln pointed out that America needs a free government and without conducting the election we have ruined ourselves (Boller P.115). So, before even the year had ended United States had gone forward with its voting just as in peacetime. This was one of the deeply anxious election outcomes for both, the Republican and Pro-war Democrats. They both joint together and formed the National Union Party, which re-nominated Lincoln and selected Andrew Johnson, of Tennessee a prominent War Democrats. The campaign of 1864 was noisy and abusive. The threat posed by the Democratic Party, which met in Chicago in August. The Democrats came forward boldly and proclaimed the Civil War a failure, demanded the immediate ending of hostilities, and called for the convening of a national convention to restore the Union by negotiation with the Confederate government (American President: A Reference Resource). The Democrats nominated General George B. McClellan, former commander of Union forces whom Lincoln had fired because of his failure to pursue Confederate General Robert E. Lee's army after the battle at Antietam in 1862. Some of the Radical Republicans were completely against Lincoln’s reelection (Mintz). Lincoln then had asked the congress to seat representative from the three recently conquered Con... ... to George W. Bush. January 2004. Chadwick, Bruce. Lincoln For President. Sourcebooks, Naperville: Illinois, 2009. McNamara, Robert. The Election of 1860 Brings Abraham Lincoln to the White House: Presidential Politics at a Time of National Crisis. Retrieved: March 29th, 2012. http://history1800s.about.com/od/presidentialcampaigns/a/1860election.htm Mintz, S. The 1864 Presidential Election. Digital History. (2007). Retrieved: March 30th, 2012. http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=121 Walsh, Kenneth T. The Most Consequential Elections in History: Abraham Lincoln's Victory in 1864 Led to the End of the Civil War: Lincoln's victory in 1860 triggered the Civil War, and his victory in 1864 allowed him to win it. Retrieved: March 29th, 2012. http://www.usnews.com/news/articles/2008/07/30/the-most-consequential-elections-in-history

Cross-cultural Funeral Service Rituals Essay -- Participant Observatio

As a family member participant in the service, little field preparation was needed. However, the observer did complete the following tasks in preparation for the observation: 1. Reviewed the following resources on participant/non participant observation, ethnography, and the sociology of the African American funeral: Merriam, S. B. (2009). Being a careful observer. Qualitative research: A guide to design and implementation, ch, 6 and Hazell, L. (2013). Cross-Cultural funeral service rituals. 2. Visited the church to review size, space, objects, and arrangement. 3. Selected a small note pad to record notes. 4. Secured a program on January 18, night before service to review. 5. Prepared a list of possible questions and areas to consider in observing. 6. Arrived at church early to be sure to get a seat in an appropriate location for observation. Field Note Taking Process The participant/observer/recorder for the funeral service of Lorena White. The observer used a small note pad and the provided funeral program to take notes. The program was gotten and reviewed the night before the service and used to record anecdotal jotting as the service progressed. The advance review of the program helped in being able to jot down appropriate content rapidly and inconspicuously. It also alerted the observer to look and listen for particular phenomena and events in the service. The note pad contained previously determined observer questions and areas to be used to help determine â€Å"what is transpiring here?† The program was the more efficient for recording in this setting. Upon entering the church the observer selected the seat she considered to be most obscure and which would allow her to visually view the most area while still ... ...es of the other participants, nor did it jeopardized the validity of the data collected and conclusions reached. This field experience certainly allowed the observer to begin to draw preliminary connections to her personal research interest based on what was learned about covert observation, note taking, ethnography study, and qualitative research. â€Æ' Works Cited Hazell, L. (2013). Cross-cultural funeral service rituals. Retrieved from http://www.funeralwise.com/customs/cross-cultural-funerals/#sthash.OeUEeixE.dpuf Kawulich, B. (2005). Participant observation as a data collection method. Sozialforschung / Forum: Qualitative Social Research, 6(2). Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs0502430 Merriam, S. B. (2009). Being a careful observer. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey Bass.

All Romances end in Marriage Essay

By this time Bathsheba was in love with Troy or believed she was. Troy also thought he was in love yet it was only infatuation. â€Å"Bathsheba loved Troy in the way that only self-reliant women love when they abandon their self-reliance† This shows that Bathsheba has given up her independence that she relied on in the past for the love of Troy. Hardy changes the character of Bathsheba slightly by falling in love with Troy as she now has given up one of her qualities that she relied on, her independence. Hardy’s readers can see that Bathsheba has changed for love as she is has wrongly fallen in love with Troy. Hardy’s readers know this is wrong and in time things will change, as this is not the cause of true love. Bathsheba and Troy eventually get married and that is when the romance begins to end. The two become less infatuated with each other and start to become bitter. When Troy, Bathsheba and her workforce are celebrating there marriage Troy gets rid of all the women and gets drunk with all the men. Meanwhile Gabriel is outside all night in the storm trying to save the harvest. Bathsheba is greatly thankful for what he has done â€Å"Thank you for your devotion a thousand times Gabriel! † Hardy shows yet again that Gabriel is the right man for Bathsheba through his loyalty, devotion and general good and decent nature. The reader knows that Bathsheba is with the wrong man and hopefully it is only a matter of time before her and Gabriel get together. When it is discovered that Fanny is dead, Gabriel is the first to look at the coffin and notices that it says â€Å"Fanny Robbin and child† Gabriel rubs out and child as he knows the child is Troy’s and he does not want her to get hurt as he cares for her. Liddy then informs Bathsheba that there is a rumour going about Weatherbury â€Å"I mean that a wicked story is got to Weatherbury within this last hour-that-that there’s two of’em in there† Bathsheba’s curiosity overwhelms her and she decides to open the coffin. Hardy then uses poetry to tell the reader that there is a baby there â€Å"A curious frame of natures work, A flow’ ret crushed in the bud, A nameless piece of babyhood,† When Troy comes in and discovers that Fanny is dead he kisses her and the baby. Bathsheba begs Troy to kiss her which shows her insecurity as she gave up her independence for him and now she wants to rely on but she knows that he still loves her. After he says â€Å"you are nothing to me† she runs out. Hardy has finally shown the true character of Troy. He is an incredibly nasty person to say this to his wife and now the reader knows it. The way he has treated Bathsheba all this time is unforgivable. Although Hardy has portrayed him as this malicious character he has proved that he did love Fanny and did not just use her for sexual pleasure. Troy eventually decides to get away from everything and fakes his own death. This is where Boldwood comes in to play again. He is still obsessively in love with Bathsheba and in doing so his farm is doing very badly. He makes a proposal to Bathsheba of marrying him in six years after Troy is officially declared dead. â€Å"Well then, do you know that without further proof of any kind you may marry again in about six years from the present- subject to nobody’s objection or blame? † Boldwood forces this offer upon Bathsheba and in the end she has to say that she will give him an answer at he Christmas party. Bathsheba. Although she believes her husband to be dead she does not have along time in which she would cease to do things due to bereavement, she carries on and is cool and level headed. This shows yet again how she is in comparison with other women in the 19th century. Normally she would be expected to bereave, it would be her role but not Bathsheba she is different and more modern than other women. During the Christmas party Boldwood asked Bathsheba for her answer and she reluctantly said yes â€Å"Very well. I’ll marry you in six years from this day if we both live,† Boldwood was delighted and he then gave her a ring, which she was forced, to where for that night. Soon after they got back to the party Hardy brought a great thrill to the novel as Troy showed up to the party, cloaked. When Troy tried to grab Bathsheba, Boldwood shot him dead. With Troy dead and Boldwood in prison the reader now knows that Hardy has left a big opening for Bathsheba’s heart. The only man left and the most decent man is Gabriel Oak. Finally Hardy gives the readers what they have wanted through out the whole novel. Gabriel asks Bathsheba to marry her and she accepts, they are soon married and the novel ends happily. Throughout this novel Hardy has shown three different types of love, obsessive, infatuation and true love. Hardy is trying to say that there are many types of love, some are not real but there is one type that is real and that is true love. True love being the type of love where you love the person for who they are not just what they look like. Hardy also shows that Bathsheba resembles a 20th century woman more than a 19th century woman. She is modern and she is very independent. Her independence is one of her main qualities along with her vanity, which slowly faded away.

A Boy Called It

The deficits David Pelzer will have to overcome according to biological and environmental foundations and emotional and social development will deal primarily with the neglect he suffered as a child.This environmental history will play a major role and an obstacle at being accepted into new schools, new families and in any future job he holds.   He will have to come to terms with the ‘normal’ relationships children and parents have as opposed to his neglected childhood upbringing by not only his mother, but the social service system and foster families.The way in which David experience mental health is through the actions of his mother.   His mother, Catherine Roerva, tortured David both physically and emotionally by not even considering him a son, or a human being but an ‘it’.As such her mental health made it impossible for her to raise her child and instead her disease (and her alcoholism) made her torture him, not feed or clothe him and basically not treat him as a son not to mention a person, â€Å"SMACK, mother hits me in the face and I topple to the floor.   I know better than to stand there and take the hit.   I learned the hard way that she takes that as an act of defiance, which means more hits or worst of all no food.I regain my posture and dodge her looks as she screams into my ears†(Pelzer 3).   To a young child, such experiences of mental health make it detrimental to truly experience anything normal for his sense of normalcy is warped due to his exposure of these horrific experiences.Although David did have one of the worst childhood abuse cases in the state of California (he was caged in the basement, not allowed to eat, and was threatened physically almost daily) he did end up in the child welfare system where he tried to adjust to a new life outside of his mother’s abuse.Finally at the age of 12 David was taken from his mother’s care thanks to the help of school teachers and other authori ties and at that time he entered into the social welfare system through foster care.   In this system David experienced other types of both horrible and kind human activity for which he goes into detail with his other book entitled The Lost Boy: A A Foster Child’s Search for the Love of a Family.On the issue of biological deficits, David Pelzer may have to face the fact that his mother neglected him after he was born,Genetic counseling is a communication process designed to help couples assess theirChances of giving birth to a baby with a hereditary disorder and choose the best course of action in view of risks and family goals.As such, David’s mother, given the choice may not have had her son because of her own actions which was detrimental to his health.   In David’s case, it is not a hereditary disorder but more of an environmental disorder that he has in him.Works CitedPelzer, David. (1995).  Ã‚   A Boy Called It.   HCI. 1995.Wall, Charles M. (April, 1975). Child Abuse: A Societal Problem   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   with Educational  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Implications. Peabody Journal of Education. 52 (3). 222-225.  

Marketing Communication Strategies Essay

This week’s discussion focuses on integrated marketing communications. Companies use various promotional tools in order to design successful integrated marketing communication strategies. Please respond to all of the following prompts in the class discussion section of your online course: Explain how the promotional tools used by an airline would differ if the target audience were (a) consumers who travel for pleasure, or (b) corporate travel departments that select the airlines to be used by company employees. Instructions: The minimum expectation for class discussions is to respond directly to each part of the discussion prompt and to respond to at least two other posts, either by a student or instructor, by the end of the week: 1. Submit one main post responding directly to each part of the discussion prompt. This should be a substantive response to the topic(s) in your own words, referencing what you have discovered in your required reading and other learning activities. 2. Reply to at least two posts. Responses can be made to students or to your instructor. 3. Responses to other individuals’ posts should: Expand on their ideas Discuss the differences between your thoughts and theirs Explain why you agree or disagree To post your main response to this topic, click the blue Respond button below. To respond to a classmate or your instructor, click the blue Respond button below his/her post. Respond This section lists options that can be used to view responses. Collapse All Print View Show Options Responses Responses are listed below in the following order: response, author and the date and time the response is posted. Sort by Read/Unread Sort by Response Sorted Ascending, click to sort descending Sort by Author Sort by Date/Time* Collapse Mark as Unread Week Nine Instructor operation 3/9/2014 12:31:43 AM Hello Everyone, Welcome to week nine of class. Hold on – Not much longer now! We are almost there, after this week will only have three weeks left. Congratulations on making it this far in the course, you have done an exceptional job thus far. I look forward to the next few weeks of class, which will of course go by way to fast for me. I like that most everyone is taking me up on my offer to make up missing work or make corrections on work and resubmitting the assignments. Keep all of the work coming my way and keep focusing on your goals. This week we will work on integrated marketing communications. This is where companies use various promotional tools in order to design successful integrated marketing communication strategies. It will be another fun week and I look forward to hearing your ideas on this subject. If you have any questions, issues, complaints or need any help please let me know.