The Three Objects That Represent Something Important About Me free essay sample

The Three Objects That Represent Something Important About Me Everyone must be having at least one important object in his or her life. It could be a jewelry, photograph or clothing. However, the three objects that represent something important to me are my laptop, my phone and my glasses. I really can’t live without them. They give me a hand in everything doing my school homework or connecting with my friends. My current computer is my first and only laptop I got from my parents. It was bought online October 2009, before I entered college in Malaysia. It is a red rectangular Dell studio with a 15. 6 inch widescreen and it weighs around 7 pounds. I really enjoy the big screen when I am watching a drama or movie on my laptop. Also, I use my laptop to video call my family in Malaysia. I can also read news online, listen to music and play games to relax myself when I am stressed out from my school assignments. We will write a custom essay sample on The Three Objects That Represent Something Important About Me or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My laptop is my best companion and I can’t imagine what I would do if I lose it. Another important thing to me is my phone which is an Apple iPhone 4s. I bought myself a new phone when I came to U. S. to study. I bought myself a new phone because I lost old phone when I was in transit in Los Angeles about six months ago. I was waiting for my next flight from LA to Omaha, going through the security check, when I found out that I had lost my phone. With no contact to call, I was lost, alone and helpless in a foreign country. This experience makes me aware that my phone important tool for me to contact my friends whenever I need a hand. Now, I will always check my pocket for my phone before I go anywhere. My glasses are also important to me. I have a very serious short sightedness so I couldn’t see clearly without them. The one I am wearing now has thick rectangular frames. They are black metallic with blue strips on it. I started to wear glasses since high school. I hate them but I am blind without them. I like to play sports but unfortunately, with glasses, I can’t play well and freely. The solution is to wear contact lenses when I am playing sports but still they bug me a lot. I have come to regret of wearing glasses all the time. I plan to go for a laser eyes surgery to correct my vision so that I no longer need glasses or contact lenses. As a conclusion, I can’t live without my laptop, my phone and my glasses. My laptop is basically an all purpose tool for entertainment, social life and intellect and my phone is used to reach my friends anytime anywhere. My glasses is used to give me a clear vision to see the world. I appreciate with what I have now and I hope that I can keep them in a good condition forever.

How To Write Dates in Spanish

How To Write Dates in Spanish There is  a variety of subtle differences between writing common things in English and in Spanish. Such is the case with writing dates in the two languages: Where in English one might say February 5, 2019, a Spanish writer would express the date as 5 de febrero de 2019. Key Takeaways: Writing Dates in Spanish The most common way of writing dates in Spanish follows the form number de month de year.Names of the months are not capitalized in Spanish.With the exception of primero for first, the ordinal numbers are not used in dates in Spanish. Note that in Spanish the name of the month isnt capitalized. You can also spell out the number - as in cinco de enero de 2012 - but this is less common than using a numeral in the example above. However, in parts of Latin America, especially in areas with U.S. influence, you may also see the form abril 15 de 2018 in occasional use, and rarely you may see a period used in the year such as 2.006. Another important distinction is that in Spanish you should not imitate English by using ordinal forms such as tercero de marzo as a direct translation of third of March. The one exception is that you may say primero for first, so January 1st can be said as primero de enero. In numeral form, thats 1o, or a 1 followed by superscripted o, not a degree sign. Less commonly, the form 1ero is used. As in the examples below, dates are typically preceded by the definite article el in sentences. Sample Sentences Showing Use of Dates in Spanish El 16 de septiembre de 1810 era  el dà ­a de independencia de Mà ©xico. (Sept. 16, 1810, was Mexicos independence day.) La Epifanà ­a se celebras el 6 de enero de cada aà ±o en los paà ­ses hispanohablantes. (Epiphany is celebrated in Jan. 6 of each year in Spanish-speaking countries.) El 1 de enero es el primer dà ­a del aà ±o en el calendario gregoriano. (Jan. 1 is the first month of the year of the Gregorian calendar.) El proceso de recuento parcial comenzà ³ el 3 de mayo y todavà ­a continà ºa. (The partial recount process began on May 3 and still continues.) Desde el aà ±o de 1974, el primero de julio celebramos el Dà ­a del Ingeniero en Mà ©xico. (Since the year 1974, we celebrate the Day of the Engineer on July 1st.) Use of Roman Numerals and Abbreviated Forms In abbreviated form, Spanish typically follows a day-month-year pattern using a capitalized Roman numeral for the month. The units may be separated by spaces, slashes, or hyphens. Thus the abbreviated form of July 4, 1776, can be written in these ways: 4 VII 1776, 4/VII/1776, and 4-VII-1776. Theyre the equivalent of 7/4/1776 in American English or 4/7/1776 in British English. Common forms used for B.C. are aC and a. de C. -   for antes de Cristo  or before Christ - with variations in punctuation and sometimes the use of J.C. (Jesucristo) instead of merely using the letter  C. In scholarly writing, you may use AEC  as the equivalent of the English BCE, which means antes de la Era Comà ºn  or Before the Common Era. The equivalent of A.D. is despuà ©s de Cristo  or after Christ and can be abbreviated d. de C.  or dC  with the same variations as noted above. You also may use EC  (Era Comà ºn) for CE (Common Era). The abbreviations AEC  and EC  are even less commonly used in Spanish than their English equivalents are in English, mainly because they arent universally understood. They normally shouldnt be used unless demanded by the context, such as if writing for publication in an academic journal. Pronouncing the Years The years in Spanish are pronounced the same as other cardinal numbers are. Thus, for example, the year 2040 would be pronounced as dos mil cuarenta. The English custom of pronouncing the centuries separately - in English we typically say twenty-forty instead of two thousand forty - is not followed. Saying veinte cuarenta instead of dos mil cuarenta would strike native Spanish speakers as the mark of an English speaker. Using Prepositions With Dates Spanish does not use a preposition as the equivalent of on when indicating that something happens on a particular date. The date itself functions as an adverbial phrase, as it does in English when on is omitted. Such examples include la masacre ocurrià ³ el 14 de marzo wherein the phrase means The massacre occurred on March 14, with the Spanish word for on (en) not used. Similarly in English, one could correctly say The massacre occurred March 14.   During or throughout, on the other hand, can be added into the phrase by including the Spanish word for this, durante.  Such is the case in the Spanish version of the sentence Space exploration began during the 20th Century, which can be written as Durante el siglo XX dio comenzà ³ la exploracià ³n espacial.

5 Study Habits You Should Develop in College

5 Study Habits You Should Develop in College Studying isn’t the most fun thing you’ll ever do at college (that spot is reserved for Ultimate Star Wars Strip Poker). Still, if you haven’t learned how to study by the time you’ve made it this far into your educational career, you may be in big trouble. Statistics from the U.S. News and World Report say that as many as 3 out of 10 college freshman will drop out due to poor grades during their first year. In order to keep yourself from becoming a statistic, you need some study hacks. That’s why we’ve compiled the 5 best and most productive study habits you can develop before its too late. Remember, having a worry-free semester of straight A’s is much more fun than failing out and missing your calling as a Jedi Poker Master. Skip the Highlighting, Summarizing, and Mental Imagery Although these are things you’ve been taught to do since you were small, research published in Psychological Science in the Public Interest basically calls your 4th grade teacher a liar. The research says that things like highlighting texts, summarizing texts, and mental imagery of facts are some of the least effective study habits you can pick up. Other things to avoid are re-reading texts and using word mnemonics to memorizing a new language. Go the Distance The best studying is done in small bursts over a longer period of time. So, instead of cramming for an exam just before it hits, study in small increments every day. Not only is this easier on your schedule (you don’t have to give up a whole night of sleep), but you will retain the information longer, as well. Use Technology to S.O.A.R The recent study published in The Journal of Educational Psychology highlighted that technology is only as good as your study habits. Students who are using their computers to reread articles or drill information perform half as well as students who are using their technology to synthesize material in new ways. The author of the study, Ken Kiewra, says that the best students use the S.O.A.R method: Select key lesson ideas. Organize information with comparative charts. Associate ideas to create meaningful connections. Regulate learning through practice. Although this sounds like a lot of work, it’s actually not. By thinking more critically about your information through comparisons and connections, and incorporating small daily study sessions, you are building a neural network for your new information that allows you to access it quickly whenever you need it. Turn Off the Music While you might think that you study better with the music on, there is significant research that shows it can impair your recall of the topic you’re studying. Nick Perham, a professor at the University of Wales Health Sciences School, completed research that showed music – whether you like it or not – impairs your ability to remember even simple things. And, although music with fewer chord and musical variations (like classical music) impair memory less than Grunge Metal, neither is as effective as studying in a quiet place. Mix it Up This applies not only to types of things you’re studying, but to location. Scientists found in the Psychological Science in the Public Interest study that students who change up the kinds of review questions they do perform better on exams. For example, they study a math problem, then follow it up with a psychology question. In addition, if you vary where you study when you do a new type of review, your brain will â€Å"anchor† the new information better. So, try the couch, then the table, then your bedroom. When it comes time to recall the information, your brain will have a better time if it can recall a unique place, time, or position you learned it in. Studying is a huge part of your college life, but it doesn’t have to take up all of your time. With a little good advice and a daily dose of studying, you can be acing all of your exams quicker than you think. Just make sure that you are avoiding the time-sucking activities that don’t work, and use your study sessions in a way that keeps your information memorable and easy to access. Can you think of some more useful study habits? Tell us! We want to hear from you!

Improving Parent-Educator Relationships for Rural Special Education Essay

Improving Parent-Educator Relationships for Rural Special Education - Essay Example But the authors emphasize that it is not yet too late for them to work in increasing the awareness level of parents. To ensure that the roles of both sides are clearly delineated, teachers must take the initiative in being sensitive about the structure of special education teams and in reaching out to the parents. In holding parent-educator meetings, time and place is a crucial factor; such meetings should allow the two parties to work together and interact in a common venue. Conclusion Effective special education programs are the result of the collective efforts of all stakeholders. Without parents in the circle, educators and members of the larger community will not be able to develop authoritative special education intervention programs since these lack ‘humanness,’ with no bases on real-life experience. In the rural setting, since parents are on the underprivileged side, educators and other special education professionals are supposed to go the extra mile in making t hem involved in developing strategies for educating special children. The article reviewed has clearly articulated the abovementioned message. Since this is more of a survey of previous literature, it is suggested that future studies concentrate on the erring side, the educators, for a fairer assessment of the whole special education process. Using a multi-method approach (i.e., employing both qualitative and quantitative research methods) will help generate reliable information regarding the respective roles of teachers and parents in providing quality education for special children, as well as in applying intervention strategies to help such children cope with the learning environment. Reference Trussell, R.P.,... This essay analyzes that effective special education programs are the result of the collective efforts of all stakeholders. Without parents in the circle, educators and members of the larger community will not be able to develop authoritative special education intervention programs since these lack ‘humanness,’ with no bases on real-life experience. In the rural setting, since parents are the underprivileged side, educators and other special education professionals are supposed to go the extra mile in making them involved in developing strategies for educating special children.The article reviewed has clearly articulated the above-mentioned message. Since this is more of a survey of the previous literature, it is suggested that future studies concentrate on the erring side, the educators, for a fairer assessment of the whole special education process. Using a multi-method approach will help generate reliable information regarding the respective roles of teachers and pare nts in providing quality education for special children, as well as in applying intervention strategies to help such children cope with the learning environment. With the rise in the number of special children in general education classes, today’s teachers are confronted with the challenge of meeting the needs of such exceptional students. From this realization, Jenkins and Yoshimura (2010) demonstrated how professional development will play an integral role in helping teachers acquire basic knowledge and skills in special education.

Scholarship Essay Example | Topics and Well Written Essays - 1000 words

Scholarship - Essay Example I love exploring new cultures and studying their ways which I am unaware of. To date, I have been to various countries and have frequently had interaction with culturally diverse people from different parts of the world. I love being in a multicultural society and that happens to be one of the many reasons why I am applying to the universities in UK. I chose the programme of Radiography Diagnostic Imagery because in addition to being a wonderful academic programme for laying the basis of a professional career, but also the university it is offered in is located in a city that is conventionally known for the cultural diversity of citizens. I foresee many advantages of pursuing this course specially in this university one of which is that I would have least inconvenience finding myself residence or becoming part of the mixed tapestry that constitutes culturally diverse population. It was right after I participated in the internship programme offered at the Medicare Hospital in Dubai, t hat I made up my mind to pursue my degree in Radiography Diagnostic Imagery. During my internship, I discovered a unique combination of art and science while technician skills were made use of to handle the technology. One thing that I particularly appreciate about this field of study is that the work is quite diverse in nature. I am fascinated by the mere thought of being called upon for the management of conventional radiography, ultrasound screening, computed tomography, magnetic resonance imaging, and radionuclide imaging and other areas that a Radiography Diagnostic Imagery Manager needs to take care of. Diversity in the areas of responsibility in this field motivates me to pay full heed to my studies and undertake the programme with full focus and attention. I specifically want to play key role in the diagnostic process, therefore, my interest is particularly in Radiography Diagnostic Imagery instead of Radiography and Oncology. To me, the ability to develop and analyze images that diagnose illnesses for patients is more of an emotionally satisfying factor than a scientific challenge. Although I greatly admire and acknowledge the value of providing the cancer patients with radiation treatment, yet the diagnostic side of work motivates me to adopt this as a profession. I think that this is one potential way of making my dream of helping people come true. I have always been an active participant in sports and all sorts of physical activities both within school and out of school. Throughout my years in school, I actively participated in quite a lot of physical activities that were arranged off and on in addition to the regular studies. Quite often, I have led the teams in football, badminton, and basketball. I generally manage to perform equally well in both individual and group activities, though teamwork is very motivating for me as I feel encouraged to become prominent with more effort and hard work. I love team work because it makes me feel like at home . I depend on others and they depend on me. Mutually, we develop a force that is irresistible and directed at the achievement of goals. Teamwork happens to be another factor that drives me towards this profession because the nature of work requires personnel to work in close collaboration and cooperation with one another. In diagnostics, I visualize myself as part of a team who work together to analyze the patient’s conditions to assess his/her diseases, develop a treatment plan and devise ways

Empowerment of the American Noncommissioned Officer Essay Example for Free

Empowerment of the American Noncommissioned Officer Essay The American Noncommissioned Officer of today is held in high esteem by the Military. The Military considers the American Noncommissioned Officer as the backbone of the Army. The Military also considers the Noncommissioned Officer as a Professional Soldier, a soldier with special skills and an experienced leader. The Noncommissioned Officer is a soldier that makes a career of the Military more so than the Commissioned Officers. The Noncommissioned Officer of today can be found beside their Commanding Officer or other Commissioned Officers. But this was not always so (Cited in Gates, Vuonon Introduction 1775). Individuals outside the Military consider the Noncommissioned Officer as lazy, not worth the time to educate or even to train. And they don’t have the same skills as a Commissioned Officer. A stigma they still carry today with those outside the Military. Most non-military individuals have no idea what the noncommissioned officer education status is or what their career goals are. In order to understand the evolution of the Noncommissioned Officer, let’s go back to the beginning and move forward. The History of the Noncommissioned Officer is long and spans from the Revolutionary War to Present day. The Revolutionary War is where they held the status of the regular enlisted man. The Noncommissioned Officers status would change somewhat during this War. Their worth would be tested on and off the field of battle. Revolutionary War In 1775 all Noncommissioned Officers were as regular enlisted men until, a change in regulation was constituted, (Cited in Hogan, Fisch, Wright 2005, p. 24). Baron Fredrick Wilhelm Steuben’s Contribution Baron Fredrick Wilhelm Steuben joined the Revolutionary Army as a volunteer. He possessed considerable military knowledge. He wrote the new regulation for the Noncommissioned Officer, â€Å"The regulations for the Order and Discipline of the Troops of the United States 1779†. Noncommissioned Officers were selected by and responsible to the Commanding Officer and subject to the Battalion or Regiment Commander. Steuben’s regulation aided the Noncommissioned Officer’s evolving role as Care Taker of Soldiers. Steuben found this area weak in the Revolutionary Army. Steuben’s regulation also introduced a new emphasis on the Noncommissioned Officers battlefield role. Enhancing his status and further distinguishing him from his British counterpart. Steuben’s system provided training the Noncommissioned Officer in leadership skills. Under this new regulation the Noncommissioned Officer now stood behind the Commissioned Officer. He did not fire Volleys, but saved his ammunition for the protection of the Captain or Lieutenant. Noncommissioned Officers thus became essential figures in linear tactics that survived until the Civil War (cited in Hogan, Fisch, Wright 2005). Battle of 1812 The professional military was viewed by the civilians as dregs and too lazy to grasp the opportunities of a civil way of life. Professional education was unknown beyond rudimentary on the job instruction by the company or regiment. Noncommissioned Officer’s in Artillery, engineers, medical, and signal corps received specialized training (cited in Hogan, Fisch, Wright 2005). Major General Anthony Wayne and Secretary of War Jefferson Davis Contributions Major General Anthony Wayne and Secretary of War Jefferson Davis made sure Noncommissioned Officers were not disciplined in front of their men. Davis supported the commissioning of officers from Noncommissioned Officers that could pass the exam. Not withstanding their comparative low status the Noncommissioned Officers played a very critical role in the Army of the New Nation (cited in Hogan, Fisch, Wright 2005 p. 26). The Civil War The dynamics of the Noncommissioned Officer changes during the Civil War in a lot of different ways. The Army of the Union looses a quarter of its Commissioned Officers to sympathy with the Confederacy and leave to serve in the Confederacy. Providing an opportunity for the Noncommissioned Officer’s to elevate their status on the battlefield. Another change they will have to overcome is the advancement in weapons, and a change in battlefield tactics. Muskets were replaced with the rifle musket. With better aim and accuracy casualties were horrendous. Linear tactics were outdated with the advancement of these weapons. Even more powerful weapons were introduced late in the Civil War, breech-loading rifle, Calvary carbine and the Gatlin Gun. This underscored the need for more open formations than were called for during the Revolutionary War. Unit Commanders gradually introduced such formations to reduce the vulnerability of their men, due to the volume and accuracy of enemy fire. Bvt. Major General Emory Upton prepared a manual, greater emphasis upon simplicity of maneuver. His instruction could be taught more easily by the Noncommissioned Officers to the new troops, shortening training time and increasing the soldier’s effective term of service. The gradual elimination of linear tactics after the Civil War redefined the Noncommissioned Officers combat leadership roles†. (p. 28-29) Technology revolution continued to sweep all the Armies, supplying both the infantry and artillery weapons with greater lethality. These weapons finally broke the use of close masses types of battle to a more open order of combat. As the aim and accuracy improved with these newer weapons close massed combat was no longer feasible. Open combat brought the Noncommissioned Officer the opportunity of small unit leadership. Now the Noncommissioned Officer is maintaining order in a more complex battlefield (Cited Hogan, Fisch, Wright 2005 p. 30). 1898-1902 Upton states a warning of the inadequacy of the Noncommissioned Officers training. These years till the end of the Century bring changes to the Noncommissioned officer. The need for better training is ignored and would have to wait until World War I (Cited Hogan, Fisch, Wright 2005). The United States is now becoming a super power. The Government and its Citizens now have interests overseas. World War I II to Present day World War I opens the landscape of the modern warfare. This war produces massive changes in weapons and technology. The weapons are the Springfield rifle, submachine gun and the automatic machine gun. The combustion engine is introduced to the battlefield. With this engine a new type of dynamics are introduced late in the war. With the invention of the combustion engine comes the airplane and the gas powered truck and later the armored Tank. During the World Wars, were the wars of the NCO’s of the specialized divisions. These NCO’s show their skills as specialists in Artillery and weapons. Trench fighting combat takes its toll on the NCO’s and to generate more personnel they enlist the help of the retired NCO’s to train stateside, to produce already efficient soldiers with experience. This trend continues through World War II. Closing The Empowerment of the Noncommissioned Officer has been throughout history, from the different battlefields that they have fought on to the advancement of weapons to new technologies. All these have contributed to their empowerment on, and off the fields of battle. And new regulations and new reforms in their status have also aided them. Here history must speak for itself. The Noncommissioned officers were trained and educated and were prepared for their empowerment throughout history. The NCO’s of today have earned their right to be called the professional soldier. Non military individuals will continue to think of the NCO’s as shiftless and lazy, until they have read what has been accomplished by the NCOs. But history will speak for them. In my opinion this trend of empowerment will continue well into the future as long as there are wars to be fought and new battlefields to conquer you can count on the Noncommissioned Officer will be there to fight for our freedom.

Paul L. Dunbar :: essays research papers

Paul Laurence Dunbar Paul Laurence Dunbar was born June 27, 1872 in Dayton, OH. His mother Matilda, was a former slave and his father Joshua had escaped slavery and served in the 55th Massachusetts Infantry Regiment and the 5th Massachusetts Colored Calvary Regiment during the Civil war (online). Joshua and Matilda separated in 1874. Dunbar came from a poor family. After his father left, his mother supported the family by working as a washerwoman. One of the families she worked for was the family of Orville and Wilbur Wright. Paul attended Dayton’s Central High School with the two. When Matilda was a slave she heard a lot of poems by the families she worked for. She loved poetry and encouraged her children to read poetry as well. Dunbar began writing and reciting poetry as early as age six. Paul was one of the most popular poets of his time and was the first black American writer to achieve national and international reputation. He was not only a poet, but also a novelist, short story writer, writer of articles and dramatic sketches, plays and lyrics for musical compositions. His first volume of poetry, "Oak and Ivy" was published in 1893. Many of his poems and stories were written in Afro-American dialect, of which he was initially most noted for (Martin and Hudson 16). His second volume, "Majors and Minors" was published in 1895. "Majors and Minor" were a collection of poems that was written in standard English ("major") and in dialect ("minor") (Young 373). It was this book that fixed him on his literary path. This book attracted favorable notice by novelist and critic, William Dean Howells who also introduced Dunbar’s next book, "Lyrics of Lowly Life" which contained some of the finest verses of the first two volumes. Dunbar was a popular writer of short fiction. He relied upon tone, subtle details expressed through speech, atmosphere, assumed manners and morals, and mood rather than plot to tell his tale. His depiction of life on plantations gives a vivid account of the fate of black men before and after the emancipation. Interestingly enough, Dunbar did write about whites in society also. He did not write about them at the bottom of society, but sarcastically wrote of them in the upper class of society as detailed in his story " The End of the Chapter". Unlike a few writers at that time, Dunbar did not only write about black people struggling to survive, but black people flourishing.

Eulogies: Eulogy and Philosophy Collection Article

Informative Speech Outline Eulogies Introduction Attention Getter: Life is not just about the number of days we live, or the number of contacts we have. Our lives can have an immeasurable and undetectable affect on others. Motivational Link: At some point in our lives we could write, read, or even hear a eulogy about someone that we once knew. Purpose Statement: Through the context of my presentation it is my purpose to enlighten you on the qualities that make these speeches so memorable.Preview Statement: In order to gain a better understanding, we must first examine the history of where they originated, then we can focus on where and how they are used today, and finally discuss the elements used when writing one. Body It is important to know the history of eulogies as it gives us an insight of where they originated to why we use them. The origin of the eulogy. The word originated from the Greek language, and from the words â€Å"word/ speech of praise† â€Å"It was first kn own use was in the 15th century†. This is according to the Merriam-Webster dictionary online that was update in 2013.There have been many famous eulogies throughout history, from Shakespeare (1616) to Michael Jackson (2009). The purpose and they way they are composed are no different. This is a part of history that is does not change but grows. Sign Post: Now that we have discussed the history of eulogies, where they originated, let us look at where and how they are used today. A eulogy can be performed at all kinds of celebrations. Most commonly we think of eulogies being given as part of a funeral service. They take place in either a funeral home and can be preformed during or after a wake.A wake is the period of visitation of the deceased. A eulogy may also be performed during the main service. Also there can be living funerals for those who are severely ill or elderly which are used to express words of love and gratitude before they pass In the novel Tuesdays with Morrie C opyright  © 2006, the professor named Morrie preferred to have a living funeral, so that he could hear all the wonderful things his family and colleagues had to say about him. As well as praising individuals who will be passing soon, eulogies can also be a time to praise those who are still living and have something special to celebrate.In cases of retirement, promotions, birthdays, or even weddings. However, some religions do discourage, or do not permit at all during the time of service to maintain respect for tradition and their higher power/ beliefs. a. In catholic mass the priest are prohibited by the rubrics of the mass. â€Å"’Eulogy’ is not part of our catholic tradition, and it doesn’t belong in a catholic funeral mass† November 2010 Religion and Philosophy Collection article â€Å"Let’s Bury the Eulogy† As we did learn in the history that the word eulogy is Greek for word of praise, the catholic take these words in another conten t. we come to bury Caesar and not to praise the wretch, as Shakespeare says, because the only one we praise in liturgy is Christ† Again November 2010 Religion and Philosophy Collection article â€Å"Let’s Bury the Eulogy† Sign Post: Since you now know where and how eulogies are used today, now we can discuss the components used when writing one. A eulogy is most often delivered by a family member, friend, or even colleagues. The individual who is giving the speech is also the one who wrote it. When preparing and giving a eulogy there are many different components one must consider.There are so many different ideas to consider but if you can focus and remember these five, preparing and delivering a eulogy will be easy. Decide on which approach is appropriate for you some writers take the serious approach, while others bring humor. It doesn’t matter which one you use but it is important to have a conversational tone as if you are talking to friends. The spea ker needs to consider their audience. Does not matter what occasion focus on the positive aspects of the person talking about, even if they do have flaws.Be specific, by making it personal with a story not wanting to just list qualities about the person or achievements they have made. As the writer and speaker you want to be concise and well-organized, so like in any public speaking make an outline, and brainstorm areas that you can talk about, as well as being interesting and avoid rambling. You will want to rehearse, reread the eulogy you have written out load. These will help with making sure it sounds appropriate and if you need to change it. ConclusionSummary Statement: Through examining history, present day usage, and the components of preparation, we have developed a better understanding of eulogies. Leaving Statements: The next time you are at a funeral or special occasion and someone gets up to give a speech of praise, you will know what it took for them to write it, as wel l as have full appreciation to what they are doing for that individual they are speaking of. Tieback: You don’t know what the future holds for you, but you, you can make a difference and impact someone else’s.

International Trade Theory Essay

7 theories of international trade: 1. Mercantilism 2. Absolute Advantage 3. Comparative Advantage 4. Heckscher-Ohlin Theory 5. Product Life-Cycle Theory 6. New Trade Theory 7. The Theory of National Competitive Advantage 1. Mercantilism -emerged in England in the mid-16th century. The main tenet of mercantilism was that it was in a country’s best interests more than it imported. Consistent with this belief, the mercantilist doctrine advocated government intervention to achieve a surplus in the balance of trade. To achieve this, imports were limited by tariffs and quotas, while exports were subsidized. The flaw with mercantilism was that it viewed trade as a zero-sum game. Zero-sum Game- is one in which a gain by one country results in a loss by another. 2. Absolute Advantage  -In his 1776 landmark book The Wealth of Nations, Adam Smith attacked the mercantilist assumption that trade is a zero-sum game. He argued that countries differ in their ability to produce goods efficiently. According to Smith, countries should specialize in the production of goods for which they have an absolute advantage and then trade these for goods produced by other countries. He added that a country should never produce goods at home that it can buy at a lower cost from other countries. Smith demonstrates that, by specializing in the production of goods in which each has an absolute advantage, both countries benefit by engaging in trade. 3. Comparative Advantage -In his 1817 book Principles of Political Economy, David Ricardo of Comparative Advantage Theory said that it makes sense for a country to specialize in the production of those goods that it produces most efficiently and to buy the goods that it produces less efficiently from other countries, even if this means buying goods from other countries that it could produce more efficiently itself. The basic message of this theory is that potential world production is greater with unrestricted free trade than it is with restricted trade. It suggests that consumers in all nations can consume more if there are no restrictions on the trade and that trade is a positive-sum game in which all countries that participate realize economic gains. Three of the assumptions in the comparative advantage model: 1. Resources move freely from the production of one good to another within a country. 2. There are constant returns to scale.  3. Trade does not change a country’s stock of resources or the efficiency with which those resources are utilized. The Samuelson Critique- looks at what happens when a rich country -the United States- enters into a free trade agreement with a poor country -China- that rapidly improves its productivity after the introduction of a free trade regime. 4. Heckscher- Ohlin Theory -Swedish economists Eli Heckscher (1919) and Bertil Ohlin (1933) put forward a different explanation of comparative advantage. They argued that comparative advantage arises from the differences in national factor endowments. Factor endowments meant the extent to which a country is endowed with such resources as land, labor, and capital. Nations have varying factor endowments, and these explain differences in factor costs; specifically, the more abundant a factor, the lower its cost. This theory predicts that countries will export those goods that make intensive use of factors that are locally abundant, while importing goods that make intensive use of factors that are locally scarce. This also argues that free is beneficial. But unlike Ricardo’s theory, this theory argues that the pattern of international trade is determined by differences in factor endowments, rather than differences in productivity. The Leontief Paradox- a famous study published in 1953 by Nobel Prize winner Wassily Leontief. The result of the study was at variance with the predictions of the Heckscher- Ohlin Theory. 5. The Product Life-Cycle Theory -this was originally proposed by Raymond Vernon in the mid-1960s. This theory tells us that where a new product was introduced is important. This theory suggests that early in their life cycle, most new products are produced in and exported from the country in which they were developed. As a new product becomes widely accepted internationally, production starts in other countries. As a result, the theory suggests, the product may ultimately be exported back to the country of its original innovation. 6. New Trade Theory -this was developed by economist Paul Krugman in 1980s who pointed out that the ability of firms to attain economies of scale might have important implications for international trade. Economies of scale are unit cost reductions associated with a large scale of output. They are a major source cost reductions in many industries. Two important points of the New Trade Theory: ïÆ'Ëœ First, through its impact on economies of scale, trade can increase the variety of goods available to consumers and decrease the average costs of those goods. ïÆ'Ëœ Second, in those industries when the output required to attain economies of scale represents a significant proportion of total world demand, the global market may only be able to support a small number of enterprises. Another theme of the New Trade Theory is that the pattern of trade we observe in the world economy may be the result of economies of scale and first mover advantages. The theory suggests that a country may predominate in the export of a good simply because it was lucky enough to have one or more firms among the first to produce that good. 7. The Theory of National Competitive Advantage: Porter’s Diamond -this was developed by Michael Porter in 1990. For him, the essential task was to  explain why a nation achieves international success in a particular industry. Four attributes that constitute the Porter’s Diamond: ïÆ'Ëœ Factor Endowments- a nation’s position in factors of production such as skilled labor or the infrastructure necessary to compete in a given industry. ïÆ'Ëœ Demand Conditions- the nature of home demand for the industry’s product or service. ïÆ'Ëœ Relating and supporting industries-the presence or absence of supplier industries and related industries that are internationally competitive. ïÆ'Ëœ Firm strategy, structure, and rivalry- the conditions governing how companies are created, organized, and managed and the nature of domestic rivalry. Porter argues that firms are more likely to succeed in industries where the diamond is most favorable. He also argues that the diamond is a mutually reinforcing system. The effect of one attribute is contingent on the state of others. IMPLICATIONS FOR MANAGERS The theories discussed have at least three main implications for international businesses: ïÆ'Ëœ Location Implications ïÆ'Ëœ First-mover Implications ïÆ'Ëœ Policy Implications

Side Effects - Too Much TV essays

Side Effects - Too Much TV essays In todays society, it is normal for an American child to watch an average of three to four hours of television daily. Television can be a powerful influence in developing value systems and shaping behavior in children and teens. Unfortunately, much of todays television programming is loaded with explicit content glamorizing violence, not only on adult crime and dramas, but also in cartoons, comedies, and on the daily news. The effects of TV violence on children and teenagers are that they may be more likely to behave in an aggressive manner, become less sensitive towards others and even become desensitized to the consequence of such violent actions, when viewing violent television. During the toddler years, children begin watching television from an exploration approach while their brains consistently search for a coherent narrative meaning in the violent program in which theyre exposed too. Childrens attention are drawn to the over stimulating frenetic actions in fighting scenes; bold, bright colors in loud explosions, intense and sudden sounds during shoot-out battles generated by the violence on television. So, as a result of exposing children to discombobulating images and dramatic changing sounds during critical periods of brain development may precondition the mind to expect high levels of stimulation. This may potentially also then set the pace of real life for the child making it difficult to sustain the childs attention. Elementary school age (ages six to eleven) is considered a critical period for understanding the effects of television on aggression. At this young age, children develop the attention span and cognitive ability to understand as well as follow continuous plots, to make inferences about implicit content and to recognize motivations and consequences to characters action. There is a saying, children are smarter than you think. Children begin t...

Beloved on Slavery

This is true because most of the major events in the story relate to some type of slavery. The slavery that drives the novel does not have to be strictly physical slavery. Morrison†s characters are slaves physically and mentally. Although they are former slaves, they are forever trapped by horrible memories. The type of slavery the novel initially depicts does not correspond to what really happened to slaves in the 1800s. At Sweet Home, Mr. and Mrs. Garner treated their slaves like real people. Mr. Garner is proud of his slaves and treats them like men, not animals. . . . they were Sweet Home men — the ones Mr. Garner bragged about while other farmers shook their heads in warning at the phrase. [He said,] â€Å". . . my niggers is men every one of em. Bought em thataway, raised em thataway. Men every one. â€Å"1 The things that occurred at Sweet Home while Mr. Garner is alive are rather conservative compared to what slaves actually suffered during this time period. Under the management of schoolteacher, things change dramatically. He turns Sweet Home into a real slave plantation. He treats and refers to the slaves as animals. He is responsible for the horrible memories embedded in Sethe and Paul D. Sethe feels the impact of slavery to its fullest extent. Slavery pushes her to kill her baby daughter. She feels that is the only way to protect her beloved daughter from the pain and suffering she would endure if she became a slave. The minute she sees schoolteachers hat, Sethe†s first instinct is to protect her children. Knowing that slave catchers will do anything to bring back fugitive slaves and that dead slaves are not worth anything, Sethe took matters into her own hands. On page 164 Sethe says, â€Å"I stopped him. I took and put my babies where they†d be safe. † Paul D asks, â€Å"How? Your boys gone you don†t know where. One girl dead, the other won†t leave the yard. How did it work? â€Å"They ain†t at Sweet Home. Schoolteacher ain†t got em,† replies Sethe. This one incident does not only affect Sethe, but it changes things for Beloved and Denver as well. Beloved loses her life to slavery. Her own mother sacrifices her existence in order to keep her out of slavery. As for Denver, she is indirectly affected by the horrors of slavery. She has to put up with living in a haunted house because her mother refuses to run away again. On page 15 Sethe says, â€Å"I got a tree on my back and a haint in my house, and nothing in between but the daughter I am holding in my arms. No more running — from nothing. I will never run from another thing on this earth. † Sethe becomes a slave again when she realizes who Beloved really is. She feels indebted to Beloved for taking her life. In an effort to gain forgiveness, Sethe decides to focus all her energy on pleasing Beloved. When once or twice Sethe tried to assert herself — be the unquestioned mother whose word was law and who knew what was best — Beloved slammed things, wiped the table clean of plates, threw salt on the floor, broke a windowpane. †¦ Nobody said, You raise your hand to me and I will knock you into the middle of next week. †¦ No, no. They mended the plates, swept the salt, and little by little it dawned on Denver that if Sethe didn†t wake up one morning and pick up a knife, Beloved might. 2 Then there†s Paul D, who replaces his â€Å"red heart† with a tin tobacco box. He refuses to love anything strongly and establish long term relationships because he is still hurting from losing his brothers and friends to schoolteacher. Schoolteacher also takes his pride and manhood away by forcing him to wear a bit. Paul D compares himself to a chicken. On page 72 he says, â€Å"But wasn†t no way I†d ever be Paul D again, living or dead. Schoolteacherchanged me. I was something else and that something else was less than a chicken sitting in the sun on a tub. † As a member of the chain gang he suffers another type of slavery because he is both a prisoner and a sexual servant. Even after he escapes and is a free man, Paul D is still a slave. He is a slave to his memory. Having been through so many horrible events, he has trouble finding happiness again. In her novel, Morrison uses the phrase, â€Å"Freeing yourself was one thing; claiming ownership of that freed self was another. † This applies to each and every one of her characters. Sethe will always be haunted by the memory of killing her own flesh and blood. It will be a long time until Paul D is ready to turn his tin box back into a red heart. While Denver finally ventures out of 124, she is not going to forget being shunned by the community and being held captive by her own house. As for Beloved, she is her own slave. Her constant dependency on Sethe makes her weak. Beloved needs to free herself from Sethe. Though it is hard, she needs to accept what has happened and move on. Beloved is about a group of people and how they deal with life†s hardships. Many issues in the story deal with control. There is a constant struggle for power throughout the novel. Each character fights to free him/herself from something or someone. The major theme in the story is freedom and how to acquire it. The critics are correct in saying that the novel is primarily about slavery, but they should mention that slavery means more than just being an indentured servant. Beloved on Slavery This is true because most of the major events in the story relate to some type of slavery. The slavery that drives the novel does not have to be strictly physical slavery. Morrison†s characters are slaves physically and mentally. Although they are former slaves, they are forever trapped by horrible memories. The type of slavery the novel initially depicts does not correspond to what really happened to slaves in the 1800s. At Sweet Home, Mr. and Mrs. Garner treated their slaves like real people. Mr. Garner is proud of his slaves and treats them like men, not animals. . . . they were Sweet Home men — the ones Mr. Garner bragged about while other farmers shook their heads in warning at the phrase. [He said,] â€Å". . . my niggers is men every one of em. Bought em thataway, raised em thataway. Men every one. â€Å"1 The things that occurred at Sweet Home while Mr. Garner is alive are rather conservative compared to what slaves actually suffered during this time period. Under the management of schoolteacher, things change dramatically. He turns Sweet Home into a real slave plantation. He treats and refers to the slaves as animals. He is responsible for the horrible memories embedded in Sethe and Paul D. Sethe feels the impact of slavery to its fullest extent. Slavery pushes her to kill her baby daughter. She feels that is the only way to protect her beloved daughter from the pain and suffering she would endure if she became a slave. The minute she sees schoolteachers hat, Sethe†s first instinct is to protect her children. Knowing that slave catchers will do anything to bring back fugitive slaves and that dead slaves are not worth anything, Sethe took matters into her own hands. On page 164 Sethe says, â€Å"I stopped him. I took and put my babies where they†d be safe. † Paul D asks, â€Å"How? Your boys gone you don†t know where. One girl dead, the other won†t leave the yard. How did it work? â€Å"They ain†t at Sweet Home. Schoolteacher ain†t got em,† replies Sethe. This one incident does not only affect Sethe, but it changes things for Beloved and Denver as well. Beloved loses her life to slavery. Her own mother sacrifices her existence in order to keep her out of slavery. As for Denver, she is indirectly affected by the horrors of slavery. She has to put up with living in a haunted house because her mother refuses to run away again. On page 15 Sethe says, â€Å"I got a tree on my back and a haint in my house, and nothing in between but the daughter I am holding in my arms. No more running — from nothing. I will never run from another thing on this earth. † Sethe becomes a slave again when she realizes who Beloved really is. She feels indebted to Beloved for taking her life. In an effort to gain forgiveness, Sethe decides to focus all her energy on pleasing Beloved. When once or twice Sethe tried to assert herself — be the unquestioned mother whose word was law and who knew what was best — Beloved slammed things, wiped the table clean of plates, threw salt on the floor, broke a windowpane. †¦ Nobody said, You raise your hand to me and I will knock you into the middle of next week. †¦ No, no. They mended the plates, swept the salt, and little by little it dawned on Denver that if Sethe didn†t wake up one morning and pick up a knife, Beloved might. 2 Then there†s Paul D, who replaces his â€Å"red heart† with a tin tobacco box. He refuses to love anything strongly and establish long term relationships because he is still hurting from losing his brothers and friends to schoolteacher. Schoolteacher also takes his pride and manhood away by forcing him to wear a bit. Paul D compares himself to a chicken. On page 72 he says, â€Å"But wasn†t no way I†d ever be Paul D again, living or dead. Schoolteacherchanged me. I was something else and that something else was less than a chicken sitting in the sun on a tub. † As a member of the chain gang he suffers another type of slavery because he is both a prisoner and a sexual servant. Even after he escapes and is a free man, Paul D is still a slave. He is a slave to his memory. Having been through so many horrible events, he has trouble finding happiness again. In her novel, Morrison uses the phrase, â€Å"Freeing yourself was one thing; claiming ownership of that freed self was another. † This applies to each and every one of her characters. Sethe will always be haunted by the memory of killing her own flesh and blood. It will be a long time until Paul D is ready to turn his tin box back into a red heart. While Denver finally ventures out of 124, she is not going to forget being shunned by the community and being held captive by her own house. As for Beloved, she is her own slave. Her constant dependency on Sethe makes her weak. Beloved needs to free herself from Sethe. Though it is hard, she needs to accept what has happened and move on. Beloved is about a group of people and how they deal with life†s hardships. Many issues in the story deal with control. There is a constant struggle for power throughout the novel. Each character fights to free him/herself from something or someone. The major theme in the story is freedom and how to acquire it. The critics are correct in saying that the novel is primarily about slavery, but they should mention that slavery means more than just being an indentured servant.

Organizational Justice and Human Resource Management Case Study

Organizational Justice and Human Resource Management - Case Study Example David gets attached to a larger group of 10 people and has difficulty in making his presence felt. Kate does a brief ethics blunder by wearing revealing and improper clothes to the workplace. This gives her instant attention from everyone. She is also reprimanded by the human resource representative on the advice of a senior male partner. On the other hand, David is trying to pull attention to him by putting in extra hours but feels that only the team leader is getting the credit for the entire job done. Both Kate and John share the same counselor, Tom, who is a senior manager in the company. While Tom discusses job problems and other work-related details with Kate, he only discusses sports and other unrelated topics with David. David finds it confusing but shows off his knowledge of sports in the hopes of impressing Tom and getting more interesting projects. Five years later both Kate and David have progressed in their jobs. After completing their CA they are engaged in other activities. Kate is interested in a charitable institution run by the company and devotes most of her free time in making contacts. She is reproved by her seniors for this who think that she could utilize her time in a more fruitful manner. But, Kate finds that her growing network of contacts due to the charity work is actually helping her with her job. She is getting insights and suggestions into areas in which she had no previous expertise. Hence, she is able to serve her clients in a better manner. On the other hand, one of David’s tasks includes training the new recruits. This is a job of responsibility. David fulfills his new role with pleasure. The only drawback is that the job cuts him off from everyone leaving his clients bewildered about his whereabouts. For his only selfish needs, David does not assign his client-oriented jobs to his colleagues thinking that they will receive the credit for something on which he had worked. Thus, he remai ns highly unreachable to everyone while on these training periods.