Informative Outline About Coco Chanel Essay - 1033 Words

Informative Presentation Outline Fundamentals of Oral Communication Topic: Coco Chanel General Purpose: To Inform Specific Purpose: By the end of my speech the audience will know better about Coco Chanel. Thesis: Coco Chanel brought the world of high fashion to the masses. Introduction I. Does anyone know what this logo is? A. I am assuming most of women in this room know what this is. B. This is Chanel logo, one of the most famous fashion brand in the world. C. A lot of women know Chanel and they are fascinated of Chanel products, but how many people know about Coco Chanel, the first designer of Chanel? II. Today, I am going to inform my audience about who Coco Chanel was, and her famous fashion†¦show more content†¦Baughman (Ed.), 2001). d. In that year she also moved into couture, designing dresses, skirts, and sweaters in jersey, a fabric not previously used in the French fashion houses (J. Baughman (Ed.), 2001). B. She was the first woman to start a cosmetics line and the first to have a perfume named after her (Brownell, 2009). C. Coco Chanel’s real name is Gabrielle Chanel. 1. After she left the orphanage, she sang during evening concerts at a fashionable cafà © called La Rotonde. 2. According to a quotation from a book â€Å" A Woman of Her Own† by Axel Madsen, â€Å"The only cabaret songs she knew besides â€Å"Qui qu’a vu Coco?† was â€Å"Ko ko ri ko† (Madsen, 26). 3. She earned her nickname ‘Coco’ from the songs that she sang at the cafà ©. Transition: Now that I’ve talked about who Coco Chanel was, now I will discuss her famous fashion product lines. II. What are her famous fashion product lines? A. Chanel No. 5 is one of the most prestigious scents in the world (J. Baughman (Ed.), 2001) 1. According to â€Å"The Secret of Chanel No. 5†, Chanel No.5 is sold in nearly every country 2. One bottle is sold every 30 seconds (The Secret of Chanel No.5). 3. More than 100 million dollars is made each year of this perfume (The Secret of Chanel No.5). B. Coco Chanel’s â€Å"The Little Black dress† is thought to be element to the world of women’s fashion. 1. Almost a century after its real birthday in 1925, the Little Black Dress

The Hunters Moonsong Chapter Thirty-Three Free Essays

string(97) " secretive curve to his mouth, almost as if Damon was even more pleased with himself than usual\." Ethan was, Matt observed, totaly freaking out. The guy’s usual cheerful composure had worn off, and he was supervising the initiation arrangements with the intensity of a dril sergeant. â€Å"No!† he snarled from across the room. We will write a custom essay sample on The Hunters: Moonsong Chapter Thirty-Three or any similar topic only for you Order Now He darted over and slapped the leg of a girl who was standing on a chair and weaving roses through the welded metal V at the top of the central arch. â€Å"Ouch!† she yel ed, dropping the roses to the floor. â€Å"Ethan, what is your problem?† â€Å"We don’t put anything on the V, Lorelai,† he told her coldly, and bent to pick up the flowers. â€Å"You must respect the symbols of the Vitale Society. It’s a matter of honor. When our leader final y joins us, we must demonstrate to him that we are disciplined, that we are capable.† He shoved the roses back into her hands. â€Å"We don’t do that by draping garbage al over the symbol of our organization.† Lorelai stared at him. â€Å"I’m sorry. But I thought you were the leader of the Vitale Society, Ethan.† Everyone had stopped working to watch Ethan’s melt-down. Noticing that he was the center of attention, Ethan breathed deeply, clearly trying to regain his composure. Final y he addressed them al , biting off his words sharply. â€Å"I am trying to prepare you al , and to prepare this chamber, for the initiation ceremony. For you.† His voice was steadily rising as he glared around at them. â€Å"And this is when I learn that, despite al your promise, you’re a bunch of incompetents. You can’t even place a candle or mix some herbs without my help. We’re running out of time, and I might as Welljust be doing everything myself.† Matt glanced around at the other pledges. Their faces were shocked and wary. Like him, al along they had been looking up to Ethan and were flattered and encouraged by his praise. Now their role model had turned on them, and no one seemed to know how to react. Chloe, setting out candles by the arch, was anxious, her lips pressed together tightly. She looked quickly at Matt and then away, back toward Ethan. â€Å"Just tel us what you want us to do, Ethan,† Matt said, stepping forward. He tried to keep his voice level and soothing. â€Å"We’l do our best to make everything perfect.† Ethan glowered at him. â€Å"You couldn’t even get your friend Stefan to join us,† he said bitterly. â€Å"One simple task, and you failed.† â€Å"Hey,† Matt said, offended. â€Å"That’s not fair. I got Stefan to come talk to you. If he’s not interested, that’s his decision. He doesn’t have to join us.† â€Å"I question your commitment to the Vitale Society, Matt,† Ethan said flatly. â€Å"And the conversation with Stefan Salvatore is not over.† He walked straight past Matt, glancing briefly at the rest of the pledges gathered around him. â€Å"There’s not much time, everyone. Get back to work.† Matt could feel the beginnings of a headache starting at his temples. For the first time, he wondered if maybe he didn’t want to join the Vitale Society after al . â€Å"I could have this door open in a single second,† Damon said irritably. â€Å"Instead we stand here, waiting.† Meredith sighed and careful y wiggled the bobby pin in the lock. â€Å"If you force the door open, Damon, they’l know right away that someone broke into the campus security office. By picking the lock instead, we can keep a low profile. Okay?† The bobby pin caught on something, and she careful y slid it upward, trying to turn it to catch the pins of the lock so she could move the tumbler. Then the bobby pin bent, and she lost the angle. She groaned and dug into her bag for another bobby pin. â€Å"Twenty-seven weapons,† she grumbled. â€Å"I brought twenty-seven separate weapons to col ege and not a single lock pick.† â€Å"Well, you couldn’t be prepared for everything,† Elena said. â€Å"What about using a credit card?† â€Å"Being prepared for everything is sort of my job description,† Meredith muttered. She sat back on her heels and stared at the door. The lock was pretty flimsy: not only Damon but either she or Elena could have easily forced it open. And yes, a credit card or something similar probably would work just fine. Dropping the bobby pin into her open bag, she took out her wal et instead and found her student ID. The ID slid right into the crack between the door and the doorjamb, she gave it a careful little wiggle, and, bingo, she was able to easily slide the lock back and pul the door open. Meredith smiled over her shoulder at Elena, arching one eyebrow. â€Å"That was strangely satisfying,† she said. Once they were inside and the door was locked again behind them, Meredith checked to make sure the windows were covered, then flicked on the lights. The security office was simply furnished: white wal s, two desks, each with a computer, one with a forgotten half cup of coffee on top, and a filing cabinet. There was a dying plant on the windowsil , its leaves dry and browning. â€Å"We’re sure that none of the officers are going to show up and catch us?† Elena asked nervously. â€Å"I told you, I checked their routine,† Meredith answered. â€Å"After eight o’clock, al but one of the security guards on duty is patrol ing the campus. The one who isn’t is sitting in the downstairs lobby of the administration building, keeping in radio contact with the others and helping students who lock themselves out of their dorms and stuff.† â€Å"Well, let’s get it over with,† Damon said. â€Å"I don’t particularly relish the idea of spending the whole evening in this dismal little hole.† His voice sounded both Wellbred and bored, as usual, but there was something different about him. He was standing very close to Elena, so close that his arm was brushing against hers, and, as Meredith watched, his hand came up to touch Elena’s back very lightly, just with his fingertips. There was a slight secretive curve to his mouth, almost as if Damon was even more pleased with himself than usual. You read "The Hunters: Moonsong Chapter Thirty-Three" in category "Essay examples" â€Å"Well?† he asked, gazing back at Meredith. â€Å"What now, hunter?† Elena stepped away from him and knelt in front of the filing cabinet before Meredith could answer, sliding the top drawer open. â€Å"What was Samantha’s last name? Her file’s probably under that.† â€Å"Dixon,† Meredith told her, pushing away the little shock she kept getting whenever anyone referred to Samantha in the past tense. It was just †¦ she’d been so ful of life. â€Å"And Christopher’s was Nowicki.† Elena rifled through the files in both drawers, pul ing out first one thick folder and then a second. â€Å"Got them.† She opened Samantha’s folder and made a sick little sound in her throat. â€Å"They’re †¦ worse than I thought,† she said, her voice shaking as she looked at pictures from the murder scene. She turned over a few pages. â€Å"And here’s the coroner’s report. It says she died from blood loss.† â€Å"Let me see,† Meredith said. She took the file and made herself study the crime scene pictures to see if she had missed anything when she was there. Her eyes kept flinching away from Sam’s poor defenseless body, so she swal owed hard and focused on the areas away from the body, the floor, the wal s of Samantha’s room. â€Å"Blood loss because she was kil ed by a vampire? Or because there’s so much blood everywhere else?† She was proud of how steady her own voice was, steadier than Elena’s anyway. She held out the folder toward Damon. â€Å"What do you think?† she asked. Damon took the folder and studied the photos dispassionately, flipping a few pages to read the coroner’s report. Then he held out his hand to Elena for Christopher’s file and looked through that one as Well. â€Å"I can’t tel anything for certain,† he said after a few minutes. â€Å"Just like with the bodies I found, they could have been kil ed by werewolves, who are primitive like this. Or it could have been sloppy vampires. Demons, easily. Even humans could do this, if they were sufficiently motivated.† Elena made a soft sound of denial, and Damon flashed his bril iant sudden grin at her. â€Å"Oh, don’t forget that humans can come up with far more creative means of violence than some simple hungry monsters do, sweetheart.† Serious again, he looked down at the photographs once more. â€Å"I can tel you, though, that more than one creature – or person – was responsible.† His finger traced a line across one of the pictures, and Meredith forced herself to look. Bloodstains were spattered in wide arcs across the room, beyond Samantha’s outstretched arms. â€Å"See the way the blood sprayed here?† Damon asked. â€Å"Someone held her hands and someone else held her feet, and at least one other, maybe more, kil ed her.† He flipped open Christopher’s folder again. â€Å"Same thing. This might be evidence that werewolves are the culprits, since they like to travel in packs, but it isn’t firm proof. You can get groups of almost anything. Even vampires: they’re not al as self-sufficient as I am.† â€Å"Matt saw only one person – or whatever – near Chris’s body, though,† Elena pointed out. â€Å"And he got there real y soon after Christopher screamed.† Damon waved a disparaging hand. â€Å"So they were fast,† he said. â€Å"A vampire could do it before a human had time to even react to the scream. Almost anything supernatural could. Speed comes with the package.† Meredith shuddered. â€Å"A whole pack of something,† she said numbly. â€Å"One would have been bad enough.† â€Å"A pack’s much worse,† Damon agreed. â€Å"Are you ready to go now?† â€Å"We’d better check and see if there’s anything else and then clean up,† Elena said. â€Å"Do you want to stand guard outside? I feel like we’re real y tempting fate by staying here so long. You could give some kind of signal if you see someone coming or use your Power to get rid of them. Please?† Damon smiled at her flirtatiously. â€Å"I’l be your watchdog, princess, but only because it’s you.† Meredith waited until he left to say dryly, â€Å"Speaking of dogs, remember when Damon kil ed Bonnie’s pet pug?† Elena opened the top file drawer again and started going through it methodical y. â€Å"I don’t want to talk about this, Meredith. It was Katherine who kil ed Yangtze, anyway.† â€Å"I just don’t think you realize what you’re getting into here,† Meredith said. â€Å"Damon’s not terrific relationship material.† Elena’s hands faltered in their efficient progress. â€Å"I don’t †¦ it’s not like that,† she said. â€Å"It’s not a relationship, I don’t want a relationship with anyone but Stefan.† Meredith frowned, confused. â€Å"Well, then, what – â€Å" â€Å"It’s complicated,† Elena said. â€Å"I care about Damon, you know that. I’m seeing where things might go with him. There’s something between us, there always has been. With Stefan gone† – her voice cracked – â€Å"I have to give it a chance. Just †¦ just let it alone for now, okay?† She picked up Samantha’s folder to put it back in the drawer. Her lips were trembling, and Meredith was about to pursue the subject: she wasn’t going to let it alone. Not when Elena was upset and somehow involved – more involved than she had been before – with Damon the dangerous vampire. But Elena interrupted her. â€Å"Huh,† she said. â€Å"What do you think this means?† Meredith craned to see what she was talking about, and Elena pointed. On the inside front of Samantha’s file was written a large black V. She picked up Christopher’s file. â€Å"This one, too,† she said, showing Elena. â€Å"Vampires?† Elena asked. â€Å"The Vitale Society? What else starts with V and might have to do with these murders?† â€Å"I don’t know,† Meredith started to say, when they suddenly heard the rumble of a car engine pul ing up outside the building. A raucous caw came through the window. â€Å"That’s Damon,† Elena said, shoving Christopher’s file back into the cabinet. â€Å"If we don’t want him to have to compel the whole security force, we’d better get out of here fast.† How to cite The Hunters: Moonsong Chapter Thirty-Three, Essay examples

sex n illicit desire Example For Students

sex n illicit desire GEND 2004: SEXUAL POWER AND ILICIT DESIRE Name: Danielle Cox I. D. #: 620041842 Class: Monday 12 -1 Date: October 22, 2012 GEND 2004: SEXUAL POWER AND ILICIT DESIRE Name: Danielle Cox I. D. : 620041842 Class: MON 12-1 Date: October 20, 2012 Question 4: Critically evaluate patriarchal ideologies and practices that perpetuate gender based violence and the interventions that are necessary to eradicate it. â€Å"The man is the head of the household†¦Ã¢â‚¬ , â€Å"a real man provides for his family†¦Ã¢â‚¬  â€Å"Men are brave and strong and should protect their family and their properties,† â€Å"men should be in charge because they are great leaders These are few of the common sayings and ideas in societies, across the globe that has shaped the concept or ideology of what men should be like, especially, when they are considered head of their homes or families. The ideology of patriarchy  has evolved from the struggles faced and the stories told of women worldwide. It comprises structures of domination and exploitation that affect womens position in the home society. Patriarchy, according to Macmillan Dictionary, is defined as a society, system or organization  in  which  men  have  all  or  most  of  the  power  and  influence in other words, means the rule of the father or the patriarch (a male member of the household or society). In the feminist practice and theoretical approach, patriarchy has been observed differently from the liberal to socialist feminism. Despite being defined quite simply it, however, implies a system in which the father or a male member in the household who is onsidered as the head of the family, has control over aspects such as the economic and property resources of the household, makes all the major/important decisions of the family, provide disciplinary actions if necessary or deemed fit and thereby creates and maintain an ongoing control over all members of the family and those who have some relation to it. It has been seen that this system establishes male dominance and control over women in society, in general, and particularly so within the family and somewhat maintains it. The unequal power relationship between men and women, gives or bestow power to men in an important institution of society. It is important to see patriarchy as both an ideology of the subordination and control of women, and, an idea of struggle against the same. The origins of patriarchy can be traced throughout the different stages of civilization. Several views have been expressed regarding the origins of patriarchy and its universality. Its roots have been traced in history, religion and in nature. There are views that the system of patriarchy has its  beginning in history, i. e. t is man made and therefore can be ended by many historical processes in the future. Patriarchy, for others, is considered a natural phenomenon, i. e. , being based on different biological aspects of human beings which have been categorized between male and female. Research and/or observation reveal that, patriarchy is universal, incepted by God, and have become natural to the point where it is somewhat unquestionable; changing patriarchy would amount to changing nature. Many have not accepted the above explanations and have sought to find others to adequately satisfy their queries or provide a more logical explanation. Since the term patriarchy has been established, there have been many claims that this system suppresses females and has, on many instances, resulted in violence one can look forward to critically evaluating patriarchal ideologies and practices that perpetuate gender based violence. Ideology; gender; violence, gender violence, terms to bear in mind while assessing how these practices affect different genders. Ideology can be classified as a body of doctrine, myth, belief, etc. that guides an individual, social movement, institution, class or large group. Gender, refers to which sex one identifies themselves and how one is socialized. ‘Violence, is defined  as the intentional use of physical force or power, threatened or actual, against a person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment or deprivation. This definition associate’s intentionality with the committing of the act itself, irrespective of the outcome it produces. ‘World Health Organization (WHO) 2003. Gender-based violence can be described as violence against women based on women’s subordinate status in society. It entails any harmful acts or threats by men or male dominated organization which could cause/inflict psychological, physical and/or sexual harm to a woman or girl because of their gender. In cultures globally, norms, traditional beliefs and practices along with social institutions at times allow and aid in the perpetuating of violence against women. Gender-based violence at times manifests itself in different forms such as physical, psychological and sexual violence. Acts such as sexual abuse, which includes rape and sexual abuse of children by family members or individuals close to their family; forced pregnancy; domestic violence; sexual slavery; traditional practices that tend harmful to women, such as burning or acid throwing, mutilation of the female genitals, dowry-related violence; honor killings for rituals or celebrations, violence during armed conflict, such as rape and in some instances murder; and emotional abuse, such as coercion and abusive language. The trafficking of women and girls for prostitution, sexual harassment forced marriage and intimidation at work are additional examples of violence against women. Gender violence can occur in both the ‘public’ and ‘private’ spheres such as the home. Such violence not only occurs in the family and in the general community, but is sometimes also at times perpetuated by the state through laws, policies or the even the actions of agents of the state such as the military, police or immigration authorities. Gender-based violence happens in all societies, across all social classes, with women particularly at risk from men they know. Fig 1. 1 Table showing Examples of Violence against Women throughout Life Cycle The link between Gender-based violence and patriarchies can currently be seen throughout history and more recently in current society, within the family setting. Families around the globe, particularly those who live in patriarchal households, tend to respect the men or males in their family especially the ‘alpha male’ i. . the one who is at the head. One of many factors which influence gender- based violence is gender socialization. ‘Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples. Gender socialization begins as early as when a woman becomes pregnant and people start making judgments about the value of males over females. These stereotypes are perpetuated by fa mily members, teachers and others by having different expectations for males and females. LeMoyne, UNICEF Aug 2007. Chevannes highlighted/argued how boys and girls are socialized in order to fit in society, he states how from an early age they are dressed in colors to differentiate their genders and are taught how to act and conduct themselves according to their gender. Chevannes goes on to argue that females have been socialized to stay home (indoors) they are taught tasks such as house work i. e. ashing, cooking; cleaning; and are also taught how to take care of younger siblings in preparation for child bearing; females were to socialized be soft spoken, submissive and always well groomed, she was to accept the fact that the men were indeed head of the household, he was in charge of finances and properties while the female stayed home and reared the children while on the other hand males were expected to be outdoors, they were to be strong, full of energy and strength and be able to complete hard tasks such as yard work when needed. Chevannes highlighted the fact that boys tend to be freer; less restricted than girls and, at times, were treated better than girls were. Boys growing, throughout almost every culture, are usually told or constantly reminded that one day they will be in charge of a company/ business but more importantly that one day they will be at the head of their households, they are told that they should learn to be strong and have a certain level of command and respect, many young men are also taught that women are their property or that a woman should always listen or be obedient; submissive to their partners needs however this is not always the case. Things Fall Apart 6 EssayDespite the statistics presented not a lot has been done to rectify the situation at hand. There have been many efforts from many organizations around the world which has had campaigns lobbying for the cease of violence against women. There have been programs established geared towards making changes in behavioral issues among many other however it has still proven to be inadequate. In order to evoke a change, one must highlight the issues that need to be addressed in order to achieve desired results. If observed carefully, there aren’t many legislative laws that are geared towards protecting women and the few that are provided inadequately serves to really and truly protect a woman, another issue is that victims are often threatened not to talk to anyone or at times hide because they tend to be ashamed, the economic gains that some of these victims stand to gain at times are one of the many contributing factors which makes them stay in such situations they face, the lack of opportunities provided for these women forcing them at times to do menial or demeaning jobs. In order to rectify the situation at hand these are just some of the issues to be fixed. More stringent laws geared to towards the protection of females which are actually tailored to suit their needs are required. Also there need to be new rules, policies and laws set in place that will actually be able to help women; aiding them is able to have faith in the authorities or the state if problems with abuse arise again. The issue of accountability is a major factor to be dealt with. Individuals who are responsible for committing heinous acts against women and also those who condoned or upheld such practices should be reprimanded and punished also, having special laws and policies in place to be able to penalize the culprits. There . Fig 1. 3 Diagram showing an Excerpt of how Males after shown Statistics tried their bests and re evaluated themselves and tried their best to make improvements. is also a need for more policies and opportunities as it relates to women in the work environment. Women should be able to access certain fields of interest if desired and also be able to be granted the same opportunities and privileges as their male counterpart. There is also a need for women to be educated more on the fact that there is nothing wrong with speaking out against abuse, they need to understand that the quicker they voice their woes the better they are able to deal with the situation, avoid the abuse and remain alive. Also more support groups can be formed or even revamp old supporting groups to help females deal with such situations when they occur. Gender- based violence comes in many shapes and forms it and it is evident around the world in many societies. This type of violence has left many women, children, family and friends of individuals distraught over the matter and for many no resolution has surfaced. It is imperative that we reform our rules and policies, provide the adequate resources and materials necessary for women and more importantly cherish women and stop the abuse. BIBLIOGRAPHY Brown J, Chevannes B (1998) Why man stay so – tie the Heifer and loose the bull: an examination of gender socialisation in the Caribbean. Mona: University of the West Indies. EuroJournals Publishing, Inc. . (2009). Conventional Patriarchal Ideology of Gender Relations: An . European Journal of Scientific Research , 561-569. Innocenti Research Centre. (2006). Domestic Voilence Against Women and Girls. Innocenti Digest , 1-30. LeMoyne. (2007, August 29). unicef. Retrieved October 20, 2012, from unicef. com: http://www. unicef. org/earlychildhood/index_40749. html Macmillan Dictionary (2009) Innocenti Reasearchers. (2000, June). Unicef. Retrieved October 20, 2012, from Unicef: http://www. unicef-irc. org/publications/pdf/digest6e. pdf LeMoyne. (2007, August 29). unicef. Retrieved October 20, 2012, from unicef. com: http://www. unicef. org/earlychildhood/index_40749. html THE UNIVERSITY OF THE WEST INDIES MONA CAMPUS INSTITUTE FOR GENDER AND DEVELOPMENT STUDIES Undergraduate Coursework Accountability Statement This form is to be attached to any coursework essay submitted for undergraduate courses in the Institute for Gender and Development Studies. I hereby certify that I am the author of the attached item of coursework or the section thereof for which I am responsible, herein after referred to as this paper, and that all materials from reference sources have been properly acknowledged. I certify that I have read the relevant regulations contained in the UWI Mona Institute for Gender and Development Studies Undergraduate Handbook and the documents to which the regulation refers. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism. I certify that this paper contains no plagiarized material. In particular: All quotations taken from other works have been referenced to the source from which I obtained them and clearly indicated in this paper by the use of quotation marks or indented paragraphs; All paraphrases and summaries of material taken from other works have been clearly indicated by appropriate framing and/or referencing; Where material is drawn from other works I have avoided the use of cosmetic paraphrasing thereby ensuring that I have presented paraphrases and summaries that represent substantial representation of material from the source or alternatively I have used direct quotations; I have included in the bibliography all works from which I have taken ideas inclusive of, where appropriate, separate lists of works that have been cited and works that have been consulted; I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized collaboration) in its preparation. I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to any other educational institution or if it has I have made an additional declaration below. In the case of a group work, I certify that the work that is the responsibility of each member of the group has been clearly indicated and that where no such indication has been given, I take responsibility for the as if it were the section of the paper for which I were solely responsible and that I have not collaborated with any member of the group to breach the University’s regulation. Name _________________________ Signature _________________ Date _________________ Additional accountability statement where work has been previously submitted I have set out in the attached statement the details regarding the circumstances under which this paper or parts thereof have been previously submitted. I have received written permission from my Supervisor/Lecturer/Instructor regarding the submission of this paper and I have attached a copy of that written permission to this statement. I hereby declare that the submission of this paper is in keeping with the permission granted. Name _________________________ Signature _________________ Date _________________ Extracted from the UWI Mona, Institute for Gender and Development Studies Undergraduate Handbook 2011-2012 PLAGIARISM Plagiarism is a form of cheating. Plagiarism is the authorized and/or unacknowledged use of another person’s intellectual efforts and creations howsoever recorded, including whether formally published or in manuscript or in typescript or other printed or electronically presented f rom and includes taking passages, ideas or structures from another work or author without proper and equivocal attribution of such source(s), using the conventions for attribution or citing used in this University. † Since any piece of work submitted by a student must be that student’s work, all forms of cheating including plagiarism are forbidden. Plagiarism also involves the case of material taken from the Internet without acknowledgement or giving proper credit (Cyber cheating). Any Plagiarism violates academic integrity. Any instances of plagiarism that are established will be subject to penalties. Students are referred to the UWI

Best Ways to Prevent Overdue Accounts Essay Example

Best Ways to Prevent Overdue Accounts Essay The best ways to prevent overdue accounts set up a firm policy which you can make sure you don’t go over by knowing what will happen if you don’t. Also make sure you know what it is for each bank or place that you go overdue. You should make sure you are always keeping up with your books and stick to it. You could monitor your credit score to know when something has changed. If you overspend set up a cap. You could give yourself rewards for remembering and not overdue accounts set it up so you will want to keep it up and it isn’t a chore. If you are a big spender make sure to take out cash and use only your cash to spend. You must make sure you know how much each expense is so you know how much you must save by the time you need to. You must know the due dates as well. This way you know you still have money you your account for you expenses. You must make sure to deposit all your checks or make sure the direct deposit went in right. Easiest is to keep meticulous track of bills and payments. Pay early or at least on time, avoid late fees and interest penalties. We will write a custom essay sample on Best Ways to Prevent Overdue Accounts specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Best Ways to Prevent Overdue Accounts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Best Ways to Prevent Overdue Accounts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer You can set up automatic payments coming directly out of your accounts. You don’t have to worry if when it’s due and if you paid it. Avoids an excuse you have of whether losing the invoice, thought paid it already, thought it was due later, etc. If you have large bills pay a little at a time, frequently, before the due date that makes the bill much smaller and easier to handle. This makes you eliminate the need to split a bill into smaller late payments, which avoids late fees and other penalties. They even have now several different computer software programs that can help do this. If it were my business I would do these things to prevent overdue accounts. I would track customers with bad credit histories because customers with bad credit histories are more likely than others to make payments late or not at all. I could also limit the amount or give less credit. I could write a reminder note on the receipt or invoice when they are due makes them more likely to see it and remember. I could offer your customers discounts for early payments too. I could call my customers to remind them when payment is due. I could either call them before or after they miss the payment depending on the customer. If after a couple times would have to ask the customer to pay upfront or deposit. In conclusion, both individual consumers and businesses large and small can benefit from keeping overdue accounts to a minimum. This keeps your credit scores excellent and allows peace of mind in financial matters. The above outlined options, practiced over time, can only build confidence. With confidence, comes a solid financial background and it bodes well for future endeavors.

20TH-CENTURY AMERICAN LITERATURE Essays

20TH-CENTURY AMERICAN LITERATURE Essays 20TH-CENTURY AMERICAN LITERATURE Essay 20TH-CENTURY AMERICAN LITERATURE Essay Essay Topic: A Streetcar Named Desire Slaughterhouse Five Name: Course: Lecturer: Date: 20TH-CENTURY AMERICAN LITERATURE 1. What is the significance of the titles for Acts One, Two, and Three in Who’s Afraid of Virginia Woolf? Act 1 is entitled Fun and Games. The title of this act is actually an irony because although the George and Mary seem to be playing games, there is no fun involved. The two of them do not have fun as they entertain their guests or as they joke around with each other. Their guests are not amused by how they treat them or how they treat each other. Martha and George may seem to be playing when they ask Nick and Honey some personal questions but Nick and Honey do not fin any amusement in what they are saying or in how they are acting. Martha and George’s treatment towards each other seems to be the only fun in their marriage. Their conversation before Nick and Honey arrive actually amuses the reader. Act 2 is entitled Walpurgisnacht. This is a German holiday, which is similar to Halloween since it represents the gathering of witches. This meaning therefore makes the reader aware that this particular act will not be pleasant at all. This is revealed when fights become more intense and secrets are revealed. Act 3 is aptly titled The Exorcism. This means to get rid of the evil spirits. Some of the bad scenes that had happened in the second act are brought out more clearly such as the fact that Nick could not sleep with Martha due to certain inadequacies. In this scene, George and Martha face reality concerning the son they claim to have. 2. Vonnegut frames Slaughterhouse-Five with what appear to be autobiographical chapters. Why do you think Vonnegut does this? Slaughterhouse-Five has provided Vonnegut with a chance to speak about his experiences in the war. Through the book, Vonnegut talks about issues that might have been difficult to talk about were he doing it through another medium. He tells his story through Billy Pilgrim, who is also the protagonist in the story. Some of the details in the story such as being forced to join the war, coming out from the meat locker and being subjected to inhumane tasks are true. He also uses the concept of time and time travel to tell the story. This is an unreal idea and represents the world Billy Pilgrim lived in during the war. It was a way for him to escape reality and avoid seeing things as they were. Telling the events that transpired during the war might not have been an easy thing to do and he has therefore looked for ways through which he can hide the true emotions he had. 3. Everyone seemed to agree that The Waste Land was a very difficult poem to read. In what ways did you find it difficult? One of the things that made The Waste Land difficult to read and understand was its length. The poem is so long that it has been divided into five sections. The other thing that made it difficult was the content. The language does not make it easy either. Some of the words in the poem are not familiar and this adds to more difficulty. There are many characters included in this poem, and sometimes that can prove to be overwhelming. The poem has a heavy German influence to it and there are instances where the author has written in German. The subject is also a cause of concern. For instance, when he asks if the corpse planted in the garden has begum to sprout. It had many allusions and metaphors. There are some references to biblical teachings and those who may not be familiar with these teachings may not understand the whole meaning and concept of the poem. 4. Discuss the significance of Stella in A Streetcar Named Desire Stella is Blanche’s younger sister and she provides a means of escape for her by acting as her refuge when she needs help. Stella brings out several themes in the story. She has been used as a person who chooses to escape her supposedly high-class status and she chooses to marry a man from a lower class. This also represents the themes of tradition v modernity. She has been used to highlight how women viewed men during that period. She chooses to believe her husband rather than believe her sister. This also shows that she is just like her sister since she refuses to accept reality. She does not seem to be able to control herself or counter anything her husband says. She also brings out the theme of sexual desire. Stella’s main reason for staying with her husband seems to be derived from the fact that she has strong sexual desires for him and this is portrayed in the way the two of them relate to each other. 5. Is Nick an entirely reliable narrator in The Great Gatsby? Nick as a narrator is different from the character that he plays in the novel. This is clearly seen in the contrasting ways he deals with situations. As a character, he is an easy going and honest person who takes the time to listen to other people as they talk about their problems. Because of this, the others find it easy to tell him their secrets in the hope that he will not reveal them. As a narrator, he is quite judgmental of the people he interacts with and he detests their actions. Perhaps this is because he has taken the time to reflect on the events of the past and he now sees his character in a different way. Nick can be said to be a somehow reliable narrator though not an honest character. As a narrator, he does not hide the fact that his acquaintances had many flaws about them. He however refuses to show and share his true emotions after breaking up with Jordan. Nick acts as if he does not want the reader to see the narrator and the character as people who are able to express their emotions. However, as a character, his integrity is questionable. 6. Why is The Great Gatsby the best story you read all semester? This is the best story I have read this summer because I have learnt many lessons from it. People enjoy the pleasures of sin without considering the consequences. Some who engage in such pleasures do not take a second chance to think of the people they will hurt. Although Gatsby was guilty of many things, he died for the wrong reason. The other lesson I have learnt is that men expect to be treated differently in almost all situations. Tom had a long lasting affair with Myrtle but Daisy did not reprimand him or question him. He however reacted differently when he learnt that his wife was having an affair. I think that men and women should treat each other equally in all respects. Reading this story made me realize that moral decadency is not a modern thing and that it has in fact been there for a long time. The characters in the story seemed to have all their thoughts on money and pleasure. Contrary to the common opinion today, unfaithfulness in marriage was also common during that era.

An Analysis of the Depiction of Horaces Philosophy of Life in Gather Ye Rosebuds, A Quiet Life, and Rustic Joys

An Analysis of the Depiction of Horace's Philosophy of Life in Gather Ye Rosebuds, A Quiet Life, and Rustic Joys Horace’s philosophy of life, I believe, can be summed up quite effectively by this line on his poem Gather Ye Rosebuds, addressed to Leuconoe: â€Å"This day’s thine own, the next may be denied†. Horace is all about finding fulfilment in life through enjoyment of â€Å"the present hour†, and living a life worth living. He finds no joy in wars or worries, but says that life is only worth living if you can enjoy it as much as possible. Gather Ye Rosebuds is the first poem in which Horace attests to this philosophy of life. He tells Leuconoe that he does not care what astrologers predict, or whatever may befall him, he believes that we are powerless to act in opposition to the fate of the world, so one should drink a lot, be happy, don’t think about the future, and generally enjoy each day as it comes. While we debate politics or future uncertainties, time that you could be enjoying slips away. I think this shows Horace’s philosophy of life most strongly. Horace also tells us that deciding to save and be stringent with money is a waste. â€Å"Enjoy your possessions while they are yours† is a poem that describes death, and the inevitability of it, but also contrasts it with the beauty of life that you could be enjoying right now. He describes a beautiful villa on the banks of the river Tiber, that you worked long and hard to purchase, just for your heirs to swoop in and grab up all your hoarded gold, then presumably go and waste it. Horace wants us to enjoy the use of our money now, and not worry about leaving it to anyone, because you’ll be dead, and they’ll squander it anyway. He also mentions this in â€Å"We all must die†, saying that death is inevitable, and your heirs will quickly forget about you once you’re dead, so there’s no use giving them everything you made. The philosophy of Horace also includes his wish to escape from ‘all this’, in â€Å"A Quiet Life†, he talks at length about the fact that humans fight, humans struggle, humans live to find a calm and quiet life after the fact. Soldiers endure their hunger, cold and marches because they want to return home to peace. Money and power doesn’t calm the chaos inside of one’s mind, nor does being king. Horace preaches that one is with few means, but is perfectly happy with this means, and does not seek constantly more, more, more. All the happiest man wants, is peace and quiet. You can’t escape your fate, no bodyguards will let you outrun fear, so one should laugh and be merry to drown all of those negative feelings, and aim to live a quiet, peaceful life. In â€Å"Enjoy the Present Hour†, Horace again shows his philosophy of living life to the fullest. He talks about a depressingly cold mountainside outside, but revels in the warmth of his hearth, the wine, and a bit of light conversation to pass the time. He says that the future is the gods’ domain, let them worry about the weather and the seasons, life and death, â€Å"Lay hold upon the present hour†, and live in the moment. He says that one day we will all see death coming for us, at some point, and old age will wrack our bodies, but one has to love their youth before these things, to live a fulfilled life. The best times are now, and only the gods need worry about tomorrow. Horace embraces his own philosophy in Rustic Joys, here talks about how blessed it is to be free from debts, from work, from creditors and other stresses of city life. Horace writes about the beauty of nature, and his love of just being in the countryside, living a quiet life of small pleasures. The man described is a skilled worker, and has skilful hands, Horace respects his skill at work, and the beauty of it. He says the pleasure of a simple life such as this would remove all troubles from the world, such as a lover lost. He romanticises a life in the countryside in the peace and quiet as something with no worries or preoccupations, and that all should strive to life like the man who works on the farm.

Retail Employee Management-Assignment 5_05 Assignment

Retail Employee Management- 5_05 - Assignment Example Compensation package is always the main attraction for the company. Any employee will remain attached to the company, which is offering a competitive and hansom salary package. In addition to basic salary packages, some extra or additional facilities also motivate employees to be loyal to the company. Employees themselves want to get opportunities of growth and development. Therefore, employees will stay at any company where they can avail many opportunities for personality or we can say skill development. Every time a strict boss behavior is not a good tool for management. Sometimes employees feel privileged when they get any opportunity to be a part of decision making authority. Therefore we can say that employees may be motivated to remain attach to the company where there is participative decision making. A good team is always the true support for any individual for gaining more success towards the goal. A company where there is a very friendly environment and usually people work in teams and groups then this may also be one of the reasons for employee attachment to the

Argument essay Example | Topics and Well Written Essays - 500 words

Argument - Essay Example She also wrote the poem â€Å"I’m Nobody! Who Are You?†, a simple and straightforward poem. The aim of this paper is to analyze the poetic style used in this poem in the lights of broad and diverse academic resources. Furthermore, it would concentrate on analyzing the meaning of the poem. Overview â€Å"I’m Nobody! Who are You?† has been written by Emily Dickinson. It is short, simple and straightforward but has a deep meaning. The selection of the word â€Å"Nobody† in the title demonstrate that Dickinson was a nobody and she preferred to be that. It signifies that she loved to spent time in isolation and doing her house chores. It also demonstrates that she loved her gardens and she enjoyed reading as well as writing. The poem itself is considered to represent her isolated and secluded life. â€Å""I'm Nobody! Who are you?" is a direct reflection of Dickinson's ideals on life† (Habegger, 2001). â€Å"Are you—Nobody—too?† demonstrates the fact that Dickinson wanted to have another person, who would be just like her, that is, a nobody, with whom she can spent the rest of her life with. Majority of the poets and literary critics â€Å"have connected to Dickinson as being the "love" she spoke of in her poems are people to whom she corresponded with by letters, men and women alike† (Habegger, 2001).

Improving FCAT sScores of students Essay Example for Free

Improving FCAT sScores of students Essay Since the first task is to find students who are willing to ask questions and seek help, it is imperative to build a working and trusting relation with the students. Knowing students and understanding their learning style should help them and the proponents of the study in meeting the collective obligation towards acquiring knowledge and preparing both parties for any challenge which include school testing or the state required Standard Testing. Further, it is expected to find cooperative teachers who are willing and able to work together to meet all of the student goals and the curriculum requirements. As mentioned before, if no cooperative work will take form among students, teachers, administrators and parents, the chances for students to be successful may diminish. There is an easy way for every teacher to help their students in preparing for the FCAT. In essence, teachers can include FCAT-like questions into the regular class lectures, activities as well as assessments. Primarily, teachers can use questions that necessitate students to elucidate their responses to the questions. Teachers can also have the students to relate their Reading and Mathematics skills utilizing challenging content from the various subject areas. The test questions included in the FCAT employ the content areas prescribed by the SSS which include the Arts, Language Arts and Mathematics, Science, Health and Physical Education, Social Studies as well as School-to-Work areas. Hence, every student must be handed the chances to apply their reading and mathematics skills in the content fields other than the plain customary mathematics as well as language arts. The majority of the text students after Grade 6 are needed to read and understand on FCAT is informational text which does not necessarily imply it as literature. Another way is for teachers to employ questions in which their formats are open-ended which are similar to the ones identified in the FCAT. AT least three distinct types of open-ended questions are used on the FCAT. These include the extended-response format, short-response type, and the gridded-response type. The first two formats (ER and SR) are applied only on the students of Grades 4, 8 and 10 Reading and Grades 5, 8, and 10 Math. The tests from Grades 5 to 10 in the Mathematics part of the FCAT apply the gridded-response format in the questions. The real amount of questions for every type differs a bit annually. Nevertheless, the percentage of the questions will fall just within the range illustrated in the table below: Percent of Questions for the FCAT Question Formats Subject and Grade Question Format Percent of Questions Read. — 4, 8, 10 Multiple Choice (MC) 85-90% ER and SR 10-15% Reading — 3, 5, 6, 7, 9 MC 100% Math — 3 4 MC 100% Math — 5 MC 60-70% GR 20-25%. ER SR 10-15% Math — 6, 7, 9 MC 60-70% GR 30-40% Math — 8 10 MC 50-60% GR 25-30% ER SR 10-15% In the Reading section of the ER questions in the FCAT, students are provided an answer space which consists of 14 lines. On the other hand, students are provided with a blank workspace for Mathematics where the students are required to illustrate their work and a few lines provided for their explanation part. Every student is required to write answers or illustrate their work in the spaces yet it is not a requirement to completely fill the spaces. Next, in the SR questions, students in reading are provided with another answer space which consists of eight lines. Students are provided with a blank workspace in Mathematics for their explanation or illustration of their work. Filling up the spaces completely is, again, not a requirement. In the GR format, every student is provided with an answer grid to fill. Students are required to fill the grid with the right answer with the use of one of the few right formats. Numerical answers resulting from specific questions can be solved by the use of a response grid and not mere questions of mathematics. In essence, the constant use of these formats of questions in every regular activities and appraisals within the classroom and will aid students become familiar to answering in the same manner they will be asked to answer in the actual FCAT. Teachers can also opt to grade and rate the work of the students using the rubrics based on the FCAT as well as the rubric from Florida Writes. By employing this approach, students can become more accustomed to what is expected from them on the actual test in FCAT. Aiding students comprehend what is expected of them on FCAT is perhaps one of the most effective approaches in helping these students to prepare for the actual FCAT. Most of the time, students ask â€Å"will I have to perform this one on the actual FCAT? † If the teacher considers using the FCAT rubrics in scoring the responses to the classroom test questions, subject papers, reports, projects among many others, students will harness a clearer comprehension of the degrees of performance expected of them during the FCAT. Last but not the least, teachers can opt to utilize and develop questions for classroom discussions and tests that are of similar cognitive firmness as the ones presented in the FCAT test rubrics. The SSS contains standards for the content as well as benchmarks that are challenging for every learner as it also includes the expectation that these learners become more creative as their critical thinking capabilities are likewise developed further. Every class has the size of approximately 32 students with a various degree of academic levels. Most students come from a lower socio-economic class and many of their parents speak another language apart from English and cannot provide enough help the proponents with any of the homework. With the help from other teachers, a â€Å"Mock FCAT Test† will be conducted which is going to be based on the materials the students have covered for the year. The test will consist of a multiple choice section, a true or false part, and several essay type questions. One of the co-teachers in the science classes will have to modify the test for the ESE students just as it has been practiced during regular test or quizzes. Some of the ESE students have a modification clause in their Individual Education Plan or IEP and the test questions have to be read to them so that they will be able to understand better the test questions and answer them to the best of their knowledge. Further, it will provide the students with the guidance for studying and preparing for the real FCAT test. Two periods per week can be used for the test preparation which serves as a review time and after four weeks the test will be given. The teachers should make themselves available before and after school for students who feel they need some help. Also, letters must be sent to the parents of the students which will serve as letters asking for their help, if possible, with students’ practice work. In addition to the help that is to be obtained from both the teachers and the parents, the students themselves will also participate and cooperate in order to further advance the help they can receive. That is, students will be paired, carefully selecting their pairs according to their academic level. All of these activities will be conducted in the regular classroom during the third quarter of the school year. A journal will be maintained which will serve as the record for all of the observations obtained as well as the progress of the students throughout the course of the scheme. Dates will be analyzed in order to predict any changes in the students’ progress so that it will be easier to identify where help is most needed for the students. The journal will also include information gathered from parents on the progress of the time spent with their children who are studying at home. Moreover, the journal will contain a comparison column to see the results from all of the quizzes and serve as a guide for intervention when needed. The information that will be obtained will be thoroughly shared with the students so that they ca follow their progress and pinpoint any deficiencies in which they have to work on. Lastly, the journal will provide information on what and where the needs are to be reviewed, revisited, or reinforced. This is to keep a sustained check on the progress of the project. With the cooperation of the other teachers, information will be shared and concerns will be exchanged concerning the progress of the students. The members of the project will be involved in monitoring, discussing, and helping students to stay on track. There will be daily discussions with the students about the difficulties of the study material or to share the successes and ideas about the methods of studying. Student’s input is most important as their suggestions will be shared with every student in both class periods. Also, students who have already taken the FCAT and have successfully passes the test will be introduced into the group of students in order for the former to be able to relate to the students their previous experience with FCAT. The techniques used by these previous students who have already successfully passed the FCAT will be shared to the current students so that the latter will be able to obtain any important information or insights into the FCAT. The data will be interpreted in terms of an analysis of all the information obtained before, during, and after the project has culminated. Input from the teachers involved will be greatly considered inasmuch as the conference with the parents and the participating students will provide the data that will be analyzed. Students will be given a self-survey to assess their own progress from their personal viewpoint and provide guide for reviewing the material for the test. Also, with the cooperation of the other teachers, notes will be compared and pinpoint the relation of time, the involvement of the parents and the scores obtained from the test. All obtainable manpower will be used in completing the project. The findings of the study or project will be shared with the entire staff of the school, specifically the administrators and the teachers, as well as with the parents and the students. The success of the project will be shared with other schools as it will be important and useful information in preparing their students for testing via the regular curriculum. The goal presented is to make the students aware of the possibilities of learning through organized effort and the learning intelligence that most befits each student. Also, the information obtained from the project will be shared with other teachers in order to reinforce the methods and styles and teaching practices that will be used. The parents will realize that their involvement with their children in learning is of great significance as they keep in contact with the teachers and monitor the progress of their children. The next phase is to work on continuous cooperation with the parents and other teachers and to provide the maximum help to the students. An open relationship with students will also be developed through an action plan where everybody is involved in the educational process working together for a common goal. This will help and encourage students in their future study as they will be able to comprehend the positive outcome of their efforts and the cooperation they maintain with their fellow students and with their parents and teachers. The bulk of the critical colleagues in the entirety of the project will be comprised of fellow teachers as well as the assistant principal of the school who will provide the support and approval for the implementation of the project. Permission will be sought after the school principal as well as from the parents of the students as both parties will have to invest time and a few other resources for the initiation and completion of the project. The permission of the other teachers will also be obtained primarily because classes will be conducted in their respective classrooms and class sections that they handle. CONCLUSION By monitoring the test results obtained from the FCAT and comparing these results with the previous years, the knowledge of the students can be relatively increased specifically in the domain of science. By guiding the teachers find the specific areas where the students needs some room for improvement especially their weaknesses as well as their strengths that need reinforcement, teachers can correspondingly adjust their lesson plans. Further, since the work aims at expanding the skills and knowledge of students based on FCAT results, the work also shares a relevant contribution to the overall academic and holistic development of the student as relationships are established and strengthened between students, parents, teachers, and the school administrators. References FCAT Fact Sheet. (2005, August 24, 2005). Retrieved August 5, 2007, from http://fcat. fldoe. org/pdf/fcatfact. pdf. FCAT Myths vs. Facts. (2005, August 24, 2005). Retrieved August 6, 2007, from http://fcat. fldoe. org/pdf/myths-facts. pdf. What every teacher should know about FCAT. (2005, August 24, 2005). Retrieved August 6, 2007, from http://fcat. fldoe. org/pdf/fcatguid. pdf.

The Joy Luck Club Essay example -- Essays Papers

The Joy Luck Club The Joy Luck Club is a story about four Chinese friends and their daughters. It tells the story of the mother’s struggles in China and their acceptance in America, and the daughter’s struggles of finding themselves as Chinese-Americans. The movie starts off with a story about a swan feather, and how it was brought over with only good intentions. Then the movie goes on, the setting is at a party for June the daughter of Suyuan. Suyuan has just past away about four months ago, and her mother’s friends have found her long lost daughters. But it is too late for her to go see them so they tell June, about it and they arrange a meeting for her in China. The party is a going away party for June’s trip to China. At the party June realizes that she was expected to take the place of her mother at the mahjong table. June sat at the East where it all starts â€Å"The Joy Luck Club†. The Joy Luck club was a weekly meeting of the best friends, were they talked about their hopes for their daughters and there stories of the past. The swan feather in the beginning was a symbol of all the hopes and dreams that the mother wanted to give to her daughter. This woman crossing a vast ocean, with only the company of a swan, yet she is not scared. She has dreams for her daughter, and this dream is the driving force of her actions. She is moved to realize this dream, that she is not even aware of the potential bad outcomes. There is no talk about hoping to have a daughter it says I will have a daughter just like me, and she will always be to full to swallow any sorrow. There is no single thought of failure in her mind. Her dreams have instilled in her blind faith, and inherent optimism. She will go as far as that she lets these qualities take her. The swan feather is a symbol of Chinese culture, in that it was brought from China with only good intentions. It was not a symbol for failure but for hope. The swan grew up to me more than what was hoped for it was too beautiful to eat. But when it was taken away, the only thing that was left was a feather a symbol of something that was meant to be nothing but became more. It was a symbol for the mothers it was what they wanted there children to become more then what they where in China. This symbol was learned through the stories that the mothers have told to their daughters. It was learned throu... ...o this movie more than then the other because I am a Chinese American. I don’t relate so much to the daughters but more than the mothers, since I am a 2nd generation Chinese. The movie was more about the spirits and dreams of the mothers and the hopes for a better life for their daughters in America. The struggle between the two cultures and the acceptance of mother and daughter are also present in the movie. By looking at the different stories of mother and daughter I could see the differences in the Culture and the gap that they had to overcome. I think that in my life the gap is much smaller than the gap that the mother and daughters had to overcome. I think this because of the way that my mom raised me. She raised me thinking nothing but the best for me. I think that I can live up to her expectations because of the way that she accepts what I do. The movie opened my eyes to this and made me think, and to come to a conclusion on why I do what I do. The ugly du ckling that came from afar and grew into more than what it was supposed to be, a beautiful swan. But taken away and only the feather and the memories of what it was. A beautiful swan, that proved everyone wrong.

Pay for performance Essay

Motivation, Performance, and Pay Incentives Financial rewards paid to workers whose production exceeds a predetermined standard. Individual Differences Law of individual differences The fact that people differ in personality, abilities, values, and needs. Different people react to different incentives in different ways. Managers should be aware of employee needs and fine-tune the incentives offered to meets their needs. Money is not the only motivator. Employee Preferences for Noncash Incentives Needs and Motivation Abraham Maslow’s Hierarchy of Needs Five increasingly higher-level needs: physiological (food, water, sex) security (a safe environment) social (relationships with others) self-esteem (a sense of personal worth) self-actualization (becoming the desired self) Lower level needs must be satisfied before higher level needs can be addressed or become of interest to the individual. Herzberg’s Hygiene–Motivator theory Hygienes (extrinsic job factors) Inadequate working conditions, salary, and incentive pay can cause dissatisfaction and prevent satisfaction. Motivators (intrinsic job factors) Job enrichment (challenging job, feedback and recognition) addresses higher-level (achievement, self-actualization) needs. The best way to motivate someone is to organize the job so that doing it helps satisfy the person’s higher-level needs. Edward Deci Intrinsically motivated behaviors are motivated by the underlying need for competence and self-determination. Offering an extrinsic reward for an intrinsically-motivated act can conflict with the acting individual’s internal sense of responsibility. Some behaviors are best motivated by job challenge and recognition, others by financial rewards. Instrumentality and Rewards Vroom’s Expectancy Theory A person’s motivation to exert some level of effort is a function of three things: Expectancy: that effort will lead to performance. Have to have the skills to do the job Instrumentality: the connection between performance and the appropriate reward. Goal must be attainable Valence: the value the person places on the reward. Motivation = E x I x V If any factor (E, I, or V) is zero, then there is no motivation to work toward the reward. Employee confidence building and training, accurate appraisals, and knowledge of workers’ desired rewards can increase employee motivation. Types of Incentive Plans Pay-for-performance plans Variable pay (organizational focus) A team or group incentive plan that ties pay to some measure of the firm’s overall profitability. Variable pay (individual focus) Any plan that ties pay to individual productivity or profitability, usually as one-time lump payments. Pay-for-performance plans Individual incentive/recognition programs Sales compensation programs Team/group-based variable pay programs Organizationwide incentive programs Executive incentive compensation programs Individual Incentive Plans Piecework Plans The worker is paid a sum (called a piece rate) for each unit he or she produces. Straight piecework: A fixed sum is paid for each unit the worker produces under an established piece rate standard. An incentive may be paid for exceeding the piece rate standard. Standard hour plan: The worker gets a premium equal to the percent by which his or her work performance exceeds the established standard. Pro and cons of piecework Easily understandable, equitable, and powerful incentives. Employee resistance to changes in standards or work processes affecting output Quality problems caused by an overriding output focus. Employee dissatisfaction when incentives either cannot be earned due to external factors or are withdrawn due to a lack of need for output Merit pay A permanent cumulative salary increase the firm awards to an individual employee based on his or her individual performance. Merit pay options Annual lump-sum merit raises that do not make the raise part of an employee’s base salary. Merit awards tied to both individual and organizational performance. Incentives for professional employees Professional employees are those whose work involves the application of learned knowledge to the solution of the employer’s problems. Lawyers, doctors, economists, and engineers. Decisions can be challenging These individuals are already well paid and are driven to succeed Possible incentives Bonuses, stock options and grants, profit sharing Better vacations, more flexible work hours Improved pension plans Equipment for home offices Recognition-based awards Recognition has a positive impact on performance, either alone or in conjunction with financial rewards. Combining financial rewards with nonfinancial ones produced performance improvement in service firms almost twice the effect of using each reward alone. Day-to-day recognition from supervisors, peers, and team members is important. Online award programs Programs offered by online incentives firms that improve and expedite the awards process. Broader range of awards More immediate rewards Information technology and incentives Enterprise incentive management (EIM) Software that automates the planning, calculation, modeling and management of incentive compensation plans, enabling companies to align their employees with corporate strategy and goals. Incentives for Salespeople Salary plan Straight salaries Best for: prospecting (finding new clients), account servicing, training customer’s salesforce, or participating in national and local trade shows. Commission plan Pay is only a percentage of sales Specialized Combination Plans Commission-plus-drawing-account plan Commissions are paid but a draw on future earnings helps the salesperson to get through low sales periods. Commission-plus-bonus plan Pay is mostly based on commissions. Small bonuses are paid for directed activities like selling slow-moving items. Organizationwide Variable Pay Plans Profit-sharing plans Cash plans Employees receive cash shares of the firm’s profits at regular intervals. The Lincoln incentive system Profits are distributed to employees based on their individual merit rating. Deferred profit-sharing plans A predetermined portion of company profits is placed in each employee’s account under a trustee’s supervision. Organizationwide Variable Pay Plans (cont’d) Employee stock ownership plan (ESOP) A corporation annually contributes its own stock—or cash (with a limit of 15%) to be used to purchase the stock—to a trust established for the employees. The trust holds the stock in individual employee accounts and distributes it to employees upon separation from the firm if the employee has worked long enough to earn ownership of the stock. Advantages of ESOPs Employees ESOPs help employees develop a sense of ownership in and commitment to the firm, and help to build teamwork. No taxes on ESOPs are due until employees receive a distribution from the trust, usually at retirement when their tax rate is lower. At-Risk Variable Pay Plans At-risk variable pay plans that put some portion of the employee’s weekly pay at risk. If employees meet or exceed their goals, they earn incentives. If they fail to meet their goals, they forgo some of the pay they would normally have earned. Short-Term Incentives for Managers And Executives Annual bonus Plans that are designed to motivate short-term performance of managers and are tied to company profitability. Eligibility basis: job level, base salary, and impact on profitability Fund size basis : nondeductible formula (net income) or deductible formula (profitability) Individual awards: personal performance/contribution Long-Term Incentives for Managers And Executives Stock option The right to purchase a specific number of shares of company stock at a specific price during a specific period of time. Other Executive Incentives Golden handshake Payments companies make to departing executives in connection with a change in ownership or control of a company. Guaranteed loans to directors Loans provided to buy company stock. A highly risky and now frowned upon practice. Creating an Executive Compensation Plan Define the strategic context for the executive compensation program. Shape each component of the package to focus the manager on achieve the firm’s strategic goals. Create a stock option plan to meet the needs of the executives and the company and its strategy. Check the executive compensation plan for compliance with all legal and regulatory requirements and for tax effectiveness. Install a process for reviewing and evaluating the executive compensation plan whenever a major business change occurs. Why Incentive Plans Fail You get what you pay for. â€Å"Pay is not a motivator.† Rewards rupture relationships. Rewards undermine intrinsic motivation. Implementing Effective Incentive Plans Ask: Is effort clearly instrumental in obtaining the reward? Link the incentive with your strategy. Make sure effort and rewards are directly related. Make the plan easy for employees to understand. Set effective standards. View the standard as a contract with your employees. Get employees’ support for the plan. Use good measurement systems. Emphasize long-term as well as short-term success.

Examining Current Issues in Child Mental Health Essay

In today’s society, a major concern that ought to ensure success in a country’s future is the positive development, growth and health of children. According to the World Health Organization, children are susceptible to acquiring malnutrition, along with having a higher prevalence rate of diseases compared to any other age group (WHO, 2012). Likewise, these susceptibilities in children are determined by the social determinants of health; known as conditions set in place in order to combat illness and are dependent on the country’s power, wealth and economy (WHO, 2012). In this critical review, the social gradient and social determinants of health are used in order to analyze the impact of society on child mental health and development. From a Canadian perspective of the social the determinants of health, the following topics that are addressed in the critical analysis of child mental health include three social determinants. These determinants consist of the early child hood development vs. race/ethnicity, early child hood development vs. ealth services, and early child hood development vs. social exclusion. While the article, â€Å"Call for Help (HL)† By Suzanna Pillay, reports the significant view that the children’s help line service is known to be the number one coping method for children with negative psychological issues; however, this is not the case since the primary solution to avoiding child mental health issues is with the main help of the primary care giver, general public and global organizations. Summary of â€Å"Call for Help† By Suzanna Pillay The article’s overall message describes children being a susceptible being to mental health issues that occur due to many factors, however, those issues can be reduced and prevented during the first three years of development with the help of several caregivers. Suzanne mentions that the children’s helpline is the main route to determining what’s wrong with the children who call because many tend to seek help there rather than to their primary caregivers, their parents. In addition, research and statistics from the child helpline shows that some of the mental disorders that the children acquire are a lack of confidence, eating disorders, phobias, obsessions, anxiety, suicidal, loneliness and depression. According to the article, the central solution to fight against the odds of children developing mental health problems in their later years is to provide a positive environment both external and internal that will lead them to a stable life. Overall, although the article layout many viewpoints, issues and solutions toward child mental health, in the end it comes down to the fact that the early years of a child’s development is critical and consists of many components such as brain development, emotions, stability and perception in life, coping, and health. Critical Analysis To begin with, from a Canadian perspective they believe that early childhood development (ECD) is one of the important social determinants of health to draw upon on when analyzing child mental health. As mentioned in the article, the first three years are vital for a child’s emotional and development and control; whereas increasing stress hormones can affect the development of the brain. However, on the social gradient scale the early years of development can vary between different races and ethnicities. For instance, according to an article by Christina Gamache Martin and her colleges, research has shown to indicate that there are racial and ethnic disparities; where African Americans are more prone to higher cortisol levels than Caucasians and Latinos had lower levels of cortisol than Caucasians (Evidence 1). Critsol is a glucocorticide hormone derived from the hypothalamic–pituitary–adrenal axis, where both work together to mediate between persistent stress and appalling health (Evidence 1). As a result, since the African American group has shown to have had higher levels of crotisol, they tend have a lack of parental monitoring and higher risk of acquiring mental health issues (eVdence 1). Therefore, it is clear that some children may have a higher tendency of acquiring mental health illnesses due to race and ethnicity. In conclusion, it would be logical to rovide public services as mentioned in the article by Suzanne Pillay to specific race and ethnic youth groups who are more likely experience negative early child hood development. Moreover, health services provide to a society in Canada is also known to have a significant impact on children and their development. One issue outlined in the article was that 60 % and higher of child care and nursery centers were overpopulated with children with mental disabilities and on top of that they did not follow up on child’s needs presented in an Act in 2001 for children. This statement essentially indicates that health services such as foster care services and child care centers with mental health ill children will need to be addressed in a manner that will benefit the children. A research study acknowledged by Georgina, Hibbert, makes note of the worthiness of health services in relation to child mental illnesses. The study was a consultation called the â€Å"Psychology Consultation Service† which was set up by Brent CAMHS in 1005 that provided consent to improve foster care services. It was in support of limitations in other studies and issues revolving around mental health and children. They found this consultation to show great improvement in the skills and understanding of children with mental illness in foster care, while also making the foster care givers more self-reliance and assurance to perform their job well. (evidence 2). Other workers, such as social workers found the model consultation to also be beneficial in terms of skills advancement, planning, and increase knowledge. In regards to the article, the consultation is a fine example of presenting methods in which health services can perform in order to improve their quality of services to help child mental health patients in the future. Lastly, to draw upon the viewpoints made in the article it quite apparent that social exclusion are viable key determinants factors that can both hinder and impact child development in a negative way. As stated in the article, it important to acknowledge the fact that children who are cared for, not neglected and grow up in a warm environment are more likely to do better in life compared to those who are neglected and experience some type of violence or abuse at a young age. Wren, Frances J, expresses this logic strongly in his article insisting that primary care givers, such as the parents and clinician, of a child play a significantly important role decreasing the chances of mental health illness such as depression in the future (Evidence 3). The close relationship between the care givers and the child will help to determine any early symptoms of mental health illness that can be prevented in the future (Evidence 3). In connection to the article, if parents sought to provide their child with the care and positive environment they need, children would be less likely to perform such acts like calling the children helpline to ask for help and advice when facing psychological symptoms’ or disorders. Moreover, they would feel more comfortable to talk to their parents and could mean a way of closing the mental illness treatment gap in medical care. Conclusion In conclusion, it is apparent that there are various social determinants of health that create inequalities in health, usually leading to problems like affecting the care of children with mental health illnesses. As for limitations, this analysis only focuses on three of many of Canada’s standpoints in social inequalities in health. Moreover, despite the research and enhancement of services provided there will always be limitations due to the fact that every child differs from one another. The analysis makes a clear distinction between the social determinant of health and inequalities in health towards child mental health and development, such that there are inequalities in the child mental health spectrum that need to be evaluated and improved. As a result, the general conception is that in order to reduce limitations in child mental health the help of primary care givers, society and organizations are needed and without them it would be impossible to reduce the effects of negatively impacting environments and early child hood development on children in the future.

ARPANET essays

ARPANET essays The USSR launches Sputnik, the first artificial earth satellite. In the late 1960s the U.S. military was desperately afraid of a nuclear attack from the Soviet Union. The United States formed the Advanced Research Projects Agency (ARPA) within the Department of Defense to establish a bombproof network to connect military bases. ARPANETs physical network was established in 1969 to enable universities and research organizations to exchange information freely. The first two nodes that formed the ARPANET were UCLA and the Stanford Research Institute, shortly after the University of Utah was added to ARPANET. The Network Control Protocol (NCP) was initially used as the ARPANET protocol, beginning in 1970. By 1971, a total of 23 hosts at 15 locations were connected to the ARPANET. The following year, the first international connections occurred, linking the University College of London (UK) and the Royal Radar Establishment (Norway) to the ARPANET. The way ARPANET was set up is so that if one of the network links became disrupted by enemy attack, the traffic on it could automatically be rerouted to other links. Fortunately, the Net rarely has come under enemy attack. In the 1970s, ARPA also sponsored further research into the applications of packet switching technologies. This included extending packet switching to ships at sea and ground mobile units and the use of radio for packet switching. Ethernet was created during the course of research into the use of radio for packet switching, and it was found that coaxial cable could support the movement of data at extremely fast rates of speed. The development of Ethernet was crucial to the growth of local area computer networks. The success of ARPANET made it difficult to manage, particularly with the large and growing number of university sites on it. So it was broken into two parts. The two parts consisted of MILNET, which had the military sites, and the new, smaller ...

Essay Example | Topics and Well Written Essays - 2000 words - 1

Essay Example The following is a precise and detailed script of the relationship of film aesthetics and socio-cultural, political and the economic environment. Further, the script entails the process of conceptualizing and practicing realism in filmmaking (Anheier & Isar 2008:57). The art tends to manipulate the artistic framework in execution of procedures such that the viewer or reader can establish the message conveyed by the work, whether stipulating economic, political, or social situations. The art representations should follow a sequential motion of play to draw attention from the audience, rendering them the ability to depict an outcome of the whole situation. The film â€Å"Taste of Honey† of the 1962 establishes social and economic relations at the same stance. It narrates of a young white teenage girl who engages in sexual relations with a black sailor, eventually resulting in pregnancy. Thereafter, the girl loves white man, ignorant to realize he is homosexual. All these aspects depicted in the film establish a controversy of societal norms, and the reality. For example, falling in love with a black sailor was an antisocial practice since the black race represented the inferior group of the human race. On the contrary, the sailor would cater for her monetary needs effectively, until the girl went on to fall for a white homosexual with no knowledge of the status (Eleftheriotis & Needham, 2006:58). 1. The relationships between film aesthetics and the social / political / economic contexts in which they are locate Film aesthetics in the movie, â€Å"Loneliness of a Long Distance Runner† reveals realism in the sense that a person seeks to satisfy many needs at the same time. In context, a rude teenage boy joins a rehabilitation foundation and through passion, he succeeds to rule in the field of long-distance running and draws a spectacle attention from the people and authorities. The problem arises when the athlete seeks to coax the past with the presen t in pursuit of societal recognition as a reform rather than the obvious bully. The athlete realizes honorary of the state to his performances, and monetary incentives that change his lifestyle. Despite this entire prowess, the athlete finds it hard to find the right woman for marriage, since everyone knows of his antisocial practices during the teenage stage. Therefore, the film aesthetics in this context tend to stipulate the value of relations, compared to that of economic and political prowess (Chapman & Allison, 2009:67). Aesthetics used in the art of â€Å"The Sporting Life† establishes the artistic use of realism in posing an unexpected fate in the life of a famous rugby player. Frank Machin, initially a coal miner, quits the job in search of better pastures, thus landing in the local rugby team. He rises to a star in the new team but fails in to cooperate with teammates due to his pride. Machin’s zeal to amass wealth turns a success, and he goes ahead to entice his property owner into a lustful relationship. Eventually, Frank decides to marry the woman, but the marriage halts on the wedding day after a fellow teammate attacks the would-be wife. Hence, realism ascertains to the viewers and readers that, despite economic stability, deprivation of social welfare could be more traumatizing. The chauvinist rugby player is overwhelmed by pride thus; his relationship fails to succeed (Lazaro & Willis, 2004:79). â€Å"

Energy Drinks Essay Example | Topics and Well Written Essays - 1500 words - 1

Energy Drinks - Essay Example This paper deals with the adverse effects of energy drinks and what should be done about it. The body requires rests at intervals and if this is not available then fatigue emerge. Some people may however want to overcome fatigue without rest and they resort to energy drinks. Students who wish to study overnight because of extreme demand are examples of people who may use energy drinks in order to overcome fatigue. The drinks offer â€Å"extra energy, increased alertness, and improve mental and physical awareness† (Carroll County n.p.). What such individuals using energy drinks should ask themselves is the chemical composition of such drinks is that restores their energy without much struggle. The Food and Drug Administration that ensures safety of consumables do not regulate energy drinks and this exposes people to possible adverse effects. The drinks are different from those that athletes use and this raises concerns on safety of energy drinks. Consumption of energy drinks is further common among adolescents to suggest irresponsible use (Carroll County n.p.). Though most energy drinks lack much caffeine, they are heavily sweetened and are easy to drink making them favorable for the younger population. As a result, there is an increased number of under 18s who have such dangerous side effects of these energy drinks. This result from taking too much energy drinks at a go. In addition, if energy drinks advertises for no caffeine, the energy in them comes from guarana, which is an equivalent of caffeine. Some energy drinks advertises for no crash but this claim refers to no sugar clash since such drinks are often sweetened with various artificial sweeteners. It is advisable for individuals to take any vitamins by eating a variety of foods rather than finding them in energy drinks or mineral supplements. Energy drinks increases blood sugar concentration and blood pressure. This occurs when