Redefining The Tragic Tragedy Of Chinua Achebe s Famous...

Tom White McQuaid Jesuit High School, 2014-2015 Sophomore English Adv. A.M.D.G. Redefining the Tragic The power of tragic heroes in literature is almost immeasurable in that they evoke multiple emotions within the reader. Through pain and suffering, heroes of tragedy fill the audience with not only terror and pity, but also relief through a cathartic experience. Over two thousand years ago, Aristotle first defined what characteristics make up a tragic hero. He claimed that heroes of tragedy must be fundamentally decent, of noble status, and eventually destroyed by a situation that exposes their one tragic flaw. Consider Chinua Achebe’s famous Things Fall Apart: the protagonist of the novel, the once mighty and respected warrior, Okonkwo of Umofia, is the paragon of the Aristotelian definition of a tragic hero. His suicide and loss of power within the tribe is not caused by his negative qualities, but rather his respect to his elders and their traditions. However, there are also characters of literature that do not fulfill all of Aristotle’s requirements and still leave the reader with an overwhelming sense of tragedy. For instance, the main character of John Steinbeck’s Of Mice and Men, the average and short-tempered, George Milton, fails to meet several aspects of the ancient definition. Despite his low social status, George’s murder of his mentally disabled companion, Lennie, consumes the reader with a feeling of both compassion and fear. Also consider The Good Earth by

Aspects of the NASW Code of Ethics Free Essays

In the â€Å"Code of Ethics† for the Social Work Profession there are six Ethical principles that apply to everyone in the profession. It is important for all social workers to know the values that are listed in the Ethical Principles of the Code of Ethics for the Social work Profession. Values are a societies system of beliefs, principles, and traditions that define and influence behaviors and practices among people. We will write a custom essay sample on Aspects of the NASW Code of Ethics or any similar topic only for you Order Now It is important for all social workers to know the values that are listed in the Ethical Principles of the Code of Ethics for the Social work Profession. The ethical principles include service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. Service is a very important value that is listed in the Ethical principles in the Social work Code of ethics because a social worker’s primary goal is to help those people who are in need and to address to common social Problems. A social worker has to gain knowledge, values, skills, and methods in order to help other people in need of services and to address social problems that often arise. As a social worker it is crucial for me to gain enough knowledge, identify my values as well as the profession of social work’s values in the Code of Ethics, skills, and methods so that I will be able to efficiently help other people in need and to address the common social problems in my society. Social Justice is another very important value that is listed in the Ethical Principles of the Social Work Code of Ethics because Social workers strive for change on behalf of those who are oppressed by society. Social workers strive for equality for opportunities for all people of society. As a Social Worker it is important for me to stand beside those people who are oppressed by society and to help give them the same opportunities as others in their society. I will have to strive for change of those who are oppressed because they deserve the same opportunities as everyone else in their community. Another important value in the Code of Ethics of the Social Work profession includes Dignity and Worth of the Person. It is crucial for Social Workers to treat all of their clients equally. A Social Worker must treat all people with the same respect no matter what their culture, ethnicity, or their situation may be. As a Social Worker I will have to be aware that my clients may have a different culture, religion, ethnicity, and many other differences than me but I still have to be able to provide the same services equally. As a Social Worker I will have to give respect to all of my clients. The Value of Importance of Human Relationships is also very important to the Profession of Social Work because it is important for all Social Workers to recognize how important human relationships are to people in society. Social Workers have to be aware that relationships among people are important for change. Social Workers try to strengthen relationships for their clients and the people in their clients’ lives in an effort to promote, restore, maintain, and to help enhance the wellbeing of their clients. As a Social Worker, I will be responsible to help my clients’ restore and maintain positive relationships between people, family, friends, and communities in an effort to promote positive change in society. Integrity is one of the most important values listed in the Code of Ethics for the Social Work Profession. Social workers have to prove to be trustworthy by being honest and responsible. In order for me to be an effective Social Worker my supervisor and clients have to know that I am trustworthy, responsible, and honest. As a social worker I will have to respect my clients’ rights to confidentiality in order to prove that I am trustworthy. Once a Social worker loses a clients’ trust it is very difficult to gain it again so it is crucial for a Social Worker not to break the trust of their clients. Competence is another very important value that is listed in the Social Work Profession’s Code of Ethics. Social Workers should only work in areas in which they are comfortable, and knowledgeable in. If a Social Worker is not knowledgeable or comfortable in then it is extremely difficult for them to identify what resources are available and what is needed in order to help a client. As a Social Worker it is important to gain knowledge to be able to work in many different fields. As a Social Worker I have already identified what fields I want to concentrate on the most but if by some chance I should happen to work in a different field of the profession I will gain the knowledge for that specific position and I will seek the help of superiors and advisors of the Social Work Profession. Along with the values listed in the Ethical Principles in the Social Work Profession’s Code of Ethics are the Social Workers’ Ethical Responsibilities to Clients in which there are sixteen listed in the Code of Ethics. The ten that I have Chosen I believe are the most important in order to be efficient Social Worker. The ten Ethical Responsibilities in which I have chosen include Commitment to Clients, Self Determination, Informed Consent, Competence, Privacy and Confidentiality, Access to Records, Physical Contact, Sexual Relationships, Derogatory Language, and Termination of Services. All of these Ethical Responsibilities to Clients are I believe to be essential in order to be a professional Social Worker. A Social worker has to have commitment to their Clients because their primary responsibility is to ensure and to promote the wellbeing of their clients. It will be my responsibility as a Social Worker to know the wellbeing of all of my clients and to know what is in their best interest. I will also need to prove my loyalty to my clients but I will also have to inform all of my clients’ that as a Social Worker I have certain legal obligations in which I have to abide by as well. Another very important Ethical Standard in the Social Work Professions Code of Ethics includes the client’s right to Self Determination. Social Worker has to respect their clients’ rights to self determination and assist them in their efforts in identifying, pursuing, and accomplishing their goals. Self Determination allows clients to make their own decisions for what they want to do in life with the assistance of a Social Worker to guide them through the process as long as it is lawful, and poses no threat or risks to the client. As a Social Worker I will need to be able to help my clients’ identify, pursue, and accomplish their goals. Informed Consent is a very important ethical standard listed in the Social Work Profession’s Code of ethics as well because a Social Worker is only supposed to provide services in a professionally based relationship. Social Workers are responsible in using clear, easy to understand language to inform their clients of the purpose of services, risks, limitations, requirements, and other important notices as well. Social Workers must give their clients time to ask questions about the services they are applying for as well as answering those questions. It is extremely important for clients to be able to understand what services they qualify for and the requirement of those services. As a Social Worker I will have to use clear language while speaking to my clients so that I can gain their Informed Consent after they understand what they need in order to qualify for a service. I will have to allow time for my clients to ask questions about the service in which they are applying for so that they fully understand the requirements. Competence s a very important Ethical responsibility because a social worker should only provide services within the boundaries of their own knowledge, training, certification, and license. A social worker should not work in any environment in which they are not qualified for because then they cannot fully provide the services in which may be needed due to their lack of e xperience. Privacy and confidentiality is very important to a Social Worker’s Clients’. As a social worker it is very important to respect a client’s privacy. It is highly unethical to exploit and share a client’s personal information to anyone in which the client had trusted you with. The only time it is important to share a client’s information is if it is needed to provide services. I believe that Privacy is important to the client due to their willingness to confide and trust you as a social worker. It is very important for clients to have access to their records. It is up to the social workers to determine just how much of the clients’ records are available to them. A social worker has to protect their clients from mental harm by denying access to certain parts of the records and to interpret the records for their clients. A Social Worker is advised to not have physical contact with any of their clients. Physical contact can cause psychological harm as well as misinterpretation to clients. It is up to the social worker to set up boundaries between themselves and their clients. Derogatory Language is very unprofessional and should not be used by Social Workers in front of their clients. A social worker is encouraged to speak in a respectable way when talking to clients and while on the job. Under no circumstances is a Social Worker to have Sexual Relationships with previous or current clients. A social worker may not have sexual relations with anyone to which the client is related to either. Not only is it unprofessional for a Social Worker to have Sexual relations with their clients’, it is also wrong and could cost them their job. Before a Social Worker can Terminate Services to a client they should not abandon a client who is still in need of services. It will be up to me as a Social Worker to assess which clients still need my services and which ones I think are self sufficient and no longer need my services. If I leave my position to seek another opportunity it will be my responsibility to inform my clients upon my departure. How to cite Aspects of the NASW Code of Ethics, Papers

Marketing Analysis on Garnier Fructis Shampoo (Entered in Turnitin) free essay sample

1. 0 Situation Analysis/Current Marketing Mix 1. 1 Current Product The Garnier Fructis fortifying cream shampoo colour last is one of a large assortment of shampoos on the market. In the midst of such a large range of competitors, Garnier has taken steps to make their product stand out. The product is distinctively designed with a dark red bottle, combined with a dark green cap and label. The opening cap is small and rounded and differs to the usual large opening cap of most shampoos. The general theme amongst shampoos is very bright bold colours so this products darker colours does differentiate the product. Consumers purchasing this product need cleaner hair and a product that will prolong their highlights or completely dyed hair. The product labelling reassures the consumer that the product will meet this need by describing the features of the product. The labelling describes how the product has a double action: nourishes + resists colour fading (Product label), thereby seeking to profess that they are meeting the needs of the buyer. So people in the target market of having coloured hair will be attracted to this product because of these attributes. The main consumers who buy this product are women and casual surveillance of shoppers in the health products section of the supermarket showed that a large degree of women will take two to three minutes to select a shampoo. Where this product is not available, the most probable outcome would be that consumers would select a substitute product. This is because thereaâ‚ ¬Ã¢â€ž ¢s many available alternative shampoos on the market and they all generally do the same job and profess the same sort of benefits. The Garnier shampoo range is quite diverse with shampoos specifically for normal, dry hair, dry damaged and stressed out hair, wavy hair and of course colour last. The first four shampoo hair types though come in a green bottle, with the colour last being the only one in a red bottle. This probably reflects the fact that people with non-highlighted hair might use any of the first four hair types and people with highlighted hair mainly use the colour last. So Garnieraâ‚ ¬Ã¢â€ž ¢s product for the later market segment is uniquely coloured to be easily identified amongst the others as people donaâ‚ ¬Ã¢â€ž ¢t colour their hair green but may colour their hair red (colour of bottle) or any other colour. The fragrance of this product is quite unique and fragrance has been shown to be an influencing factor on a product decision. Choice magazine has evaluated the fragrances of various shampoos; Garnier Fructis Fortifying Shampoo was rated highest, having a 70% fragrance score (Browne, 2006). This is another aspect of the product which has helped differentiate Garnieraâ‚ ¬Ã¢â€ž ¢s product. 1. 2 Current Pricing The shampoo market is highly competitive with many suppliers in the market, at varying pricing levels. Consumers have the option to purchase low, middle and high priced shampoos, with Garnier Fructis sitting around the middle to high price range. A recent visit to Coles, Karawara saw a 250ml bottle of Garnier Colour last priced at $5. 34 ($2. 14 p/100ml). Two interesting points of note on this are that most shampoos come in 400ml bottles, indicating that Garnier may be undertaking the marketing ploy of offering a decreased product size in this product to appear less expensive, as well as decreasing consumers ability to make direct price comparisons with other products. The second point is that the 400ml bottle of Garnier Colour last was priced at $8. 99 ($2. 25 p/100ml), which is actually slightly more expensive per 100ml than the smaller bottle. As most consumers would expect buying the larger bottle would be cheaper this is another example of underhand marketing tactics by Garnier. Garnieraâ‚ ¬Ã¢â€ž ¢s colour last shampoo pricing sits above most brands, including Herbal Fusion ($1. 25 p/100ml), Natures Fruits ($0. 38 p/100ml), Organic Car Colour Shield Shampoo ($0. 77 p/100ml) and is similarly priced to Panteneaâ‚ ¬Ã¢â€ž ¢s Colour therapy shampoo ($2. 45 p/100ml) and Doves range of shampoos ($2. 31 p/100m). (ColesOnline 2011) Figures used are in per 100ml as many competitors use slightly different sized bottles; in comparing prices the closest bottle sizes have been chosen. As Garnier has positioned their product towards the top of the market they have had to ensure the perceived value that their product offers is greater than cheaper alternatives. Average weekly product sales figures listed on the shelf product pricing ticket at Coles Karawara indicate 935 are sold weekly, which compares to 754 for Panteneaâ‚ ¬Ã¢â€ž ¢s colour shampoo and 832 for the budget natures fruits shampoo. These figures suggest that Garnier has positioned their product well and consumers are influenced by the product image and quality when deciding to purchase this product. In pricing its products Garnier must consider its business costs; however the cost of making the product varies little between manufacturers. Experts say most shampoos contain the same basic ingredients: water, cleansing agents, foaming agents and a few preservatives (Shampoo: Full Report, 2010) and thus the difference in price between Garnier and other brands must be driven by other costs such as marketing. Garnier does market there products quite extensively on TV, in magazines and through various other marketing mediums. Therefore Garnieraâ‚ ¬Ã¢â€ž ¢s product is higher up the scales on price due to greater advertising costs. aâ‚ ¬? 1. 3 Current Distribution In deciding on the distribution of its product Garnier will first have looked at the type of product Fructis fortifying cream shampoo colour last is and what its characteristics are. The product is obviously a consumer product: a product bought by people for personal use and can be categorised as a convenience product. Convenience products are inexpensive frequent purchases, there is little effort needed to purchase them (Learn Marketing n. d. ). As the name might suggest convenience products need to be located widely so that they can be easily located and purchased at convenient times. In response to this knowledge Garnier has ensured its product is widely distributed. Garnier Shampoo can be found at supermarkets including Coles and IGA. Supermarkets being of course where most consumers shop for their staple products, which includes shampoo. Other locations that stock Garnieraâ‚ ¬Ã¢â€ž ¢s shampoo include multi goods stores such as Kmart, Target and Big W. Chemists are also stockists, this list includes Priceline, Terry White Chemist and Chemmart Pharmacy (Where to Buy Garnier Products. . d. ) Consumers therefore donaâ‚ ¬Ã¢â€ž ¢t have to spend much time shopping for Garnieraâ‚ ¬Ã¢â€ž ¢s product. This is essential as consumers are unlikely to spend much time looking for convenience products but would rather accept a substitute as discussed earlier. 1. 4 Current Promotion Garnier runs many promotions including, sales p romotions (in store specials), television promotions (commercials) and sponsorship/participation in various community events. In store specials are regularly run for Garnieraâ‚ ¬Ã¢â€ž ¢s products to provide a short term incentive to encourage purchase of its product (Kotler et al. 2008, 484). The main purpose of this is to entice new consumers to buy Garnieraâ‚ ¬Ã¢â€ž ¢s shampoo; be it loyal users of a competing brand or consumers who regularly switch brands. A recent example of an in store promotion is Priceline, who recently advertised in its catalogue a 25% discount off Garnier Fructis Shampoo or Conditioner 250ml. The original price was $5. 99 and the reduced price was $4. 49 (Priceline Catalogue. 2011). Television commercials run intermittently and can also be viewed via the Garnier website. A recent commercial specifically for Fructis colour last featured women in their early years (25-35yrs) leading active and social lifestyles. The commercial begins with a group of female joggers, then jumps to a cocktail bar with friends, followed by swimming and then finally to a group of friends after a bike ride. The commercial has an outdoors and active theme throughout, which is representative of the lifestyles of the target audience for Garnieraâ‚ ¬Ã¢â€ž ¢s Products. Garnier also sponsors the Surf rider foundation Love your Beach initiative, whereby volunteers are called to action to help clean up Australiaaâ‚ ¬Ã¢â€ž ¢s favourite beaches. This is advertised on the Garnier website but is also promoted around the time of the event. Another community event that Garnier participates in is the Melbourne International Flower and Garden show. At this event Garnier treats people to a mini facial, massage or hair styling (Garnier World on Tour. 2011). People experience this within the colourful and natural backdrop of the flower and garden show. With both of these events Garnier is seeking to attract publicity and attention to its brand in a different way to traditional advertising. Philanthropic endeavours such as the sponsorship of the Love your beach initiative and handing out freebies at other events help build a positive image of the brand in peopleaâ‚ ¬Ã¢â€ž ¢s minds. The running common theme in all these promotions (excluding in store specials), is the outdoors and leading active, healthy and natural lifeaâ‚ ¬Ã¢â€ž ¢s. In this way Garnier is being consistent in the image and brand values its portraying to its consumers. 2. 0 Segmentation Theory 2. 1 Definition and explanation of Segmentation Market segmentation can be described as the process of dividing a market into a meaningful and relatively similar and identifiable segments or groups (Martin, 2011) Business use segmentation to allow them to market different products and services to different people. People can be split into different groups through geographic, demographic, psychographic and behavioural segmentation. A particular segment may be identified through using a combination of these. Once various segments have been identified the business can evaluate the attractiveness of the segments and then decide which segments are worth marketing to and which should be ignored. Then once the target segments have been identified the business must work on product positing; that is what place the product occupies in consumeraâ‚ ¬Ã¢â€ž ¢s minds relative to competing products (Kotler et al. 2008, 246). In the case of Garnieraâ‚ ¬Ã¢â€ž ¢s shampoo colour last, consumeraâ‚ ¬Ã¢â€ž ¢s impression or feelings about the shampoo may be that itaâ‚ ¬Ã¢â€ž ¢s a superior quality shampoo that will do a better job than competing brands. Finally the firm must decide on the products price, place and promotion, using the knowledge gathered and decisions made in the earlier steps. 2. 2 Three Benefits of Garnieraâ‚ ¬Ã¢â€ž ¢s brand use of Segmentation The use of segmentation provides Garnier with the primary benefit of being able to provide higher value to customers by developing a market mix that address the specific need and concerns of the selected market (Restrepo. 003). In doing so Garnier receives a more loyal customer base that will decrease brand switching. Another benefit that Garnier receives through segmentation is that they can charge higher prices for each of its products as the individual products provide greater value to or perceived greater value to its customers. A product that provides high value to a specific segment can be priced higher than a generic product that provides average value to many segments. Thus the design and marketing of products to different segments allows Garnier to charge higher prices across the board. The segmenting of the market allows Garnier to develop and implement more effective marketing campaigns as advertising and other customer interactions can be specifically tailored to the target segment. The consumers targeted in Garnieraâ‚ ¬Ã¢â€ž ¢s campaigns will notice and recall the advertisements to a greater degree as the consumer will feel as if the advert is talking to them specifically. 3. 0 Target Market Identification Geographic Description Geographically, Garnieraâ‚ ¬Ã¢â€ž ¢s target market is located around the inner city suburbs of Australia capital cities. Garnieraâ‚ ¬Ã¢â€ž ¢s products are of course sold all over Australia as all the states have consumers with similar needs and wants. Inner city areas have very dense populations and so people are always around and close to other people, hence the need to keep their hair looking good. The climate is warm most of the year round, except for three months in winter. Demographic Description The socioeconomic status of the target market is middle class. The household is made up of an adult female (25-35 yrs), adult male (25-35yrs) and one or two small children. The female may work as a personal assistant or middle tier worker in a city firm. The male is a manager in a large retail store or service business. Both adults have diplomas or degrees. Household income is between one hundred thousand and one hundred and thirty thousand. Psychographic Description The consumers of Garnieraâ‚ ¬Ã¢â€ž ¢s products have lots of activities in their life including jogging, social tennis, swimming, shopping and eating out. They are interested in the latest fashions including clothes and hairstyles. They believe looking good is an indicator of success and happiness. They therefore can be classed as having busy and social lifestyles, spending much time outdoors and on the go. The primary VALS2 category of consumers would be achievers. People categorised as achievers strive for success and achieve it, they are committed to their work and have high job satisfaction. Importantly though they like to purchase products that demonstrate their success. Garnieraâ‚ ¬Ã¢â€ž ¢s consumers have sociable and outgoing personalities. They like to live in the moment and experience new things. They have very good inter-personal skill which allows them to be in touch with other peopleaâ‚ ¬Ã¢â€ž ¢s feelings and needs. They are liked by everyone and always try hard to entertain and engage friends in a welcoming open way. Behavioural Description Users of Garnier are seeking the following benefits: Softer and silkier hair, to feel healthier, to feel clean, the repair of split ends and the prolonging of hair highlights. Women use the product frequently; using during showering once every other day or more. So is used on a routine basis rather than just for special occasions or big nights out. Consumers will be somewhat loyal to the product where they will generally buy Garnier Fructis, but may be swayed from time to time to competing products when a price promotion is on. Some consumers may also rotate there use of different brands of shampoos, staying with each for a month or so before trying another brand. This may be motivated by the feeling that their hair becomes immune to the effects of a shampoo over time. Attitudes towards Garnier is generally positive, they like the product attributes and the brand image. Though being a staple good they wonaâ‚ ¬Ã¢â€ž ¢t be excessively enthusiastic about the product, but will favour it in general. aâ‚ ¬? Reference List Browne, K. 2006. Shampoo Review and Compare. http://www. choice. com. au/reviews-and-tests (accessed April 3, 2011) ColesOnline. 011. https://www. colesonline. com. au (accessed March 19, 2011). Garnier World on Tour. 2011. http://www. garnier. com. au/_en/_au/news/world-on-tour. aspx (accessed April 3, 2011) Learn Marketing. n. d. Consumer Good Classifications. http://www. learnmarketing. net/consumergoods. htm (accessed April 1, 2011) Martin, C. (2011) Lecture 3: Market Segmentation, ta rgeting and positioning. PowerPoint slides. Retrieved from Curtin University of Technology BlackBoard Web Site: http://lms. urtin. edu. au/webapps/portal (accessed April 1, 2011) Priceline Catalogue. 2011. http://priceline. dynamiccatalogue. com. au/ (accessed April 3, 2011) Restrepo, J. 2003. Segmentation-Targeting-Positioning. http://www. eurekafacts. com/Company/documents/STPWhitePaper. pdf (accessed April 1, 2011) Shampoo: Full Report. 2010. http://www. consumersearch. com/shampoo-reviews/best-shampoo (accessed April 3, 2011) Where to Buy Garnier Products. n. d. http://www. garnier. com. au/_en/_au/our_products/where_to_buy. aspx (accessed April 1, 2011)

Strategic Plan for a Library

Planning process Background This paper presents a hypothetical strategic plan for a small public library. This library serves the community of approximately 20.000 people. At this point, its collection comprises 40.000 books and periodicals. This institution has recently encountered with such problem as the decrease in the number of visitors which subsequently can be explained by shortage of resources and in some cases poor customer service.Advertising We will write a custom coursework sample on Strategic Plan for a Library specifically for you for only $16.05 $11/page Learn More I was responsible for the development of the strategies that can help this organization cope with current problems. From the very outset, I realized that it was hardly possible to make any valuable recommendations without involving the employees of the library and readers into decision-making (Hayes, 2001, p 13). My original premise was that every stakeholder has a right to cont ribute to this project, and my task was to ensure that none of them is excluded from decision-making process. This is the key issue that I had to take into consideration prior to starting the development of the strategic plan. The steps taken by the committee First of all, a committee was formed; its major objective was to analyze the origins of the difficulties, faced by this library and propose solutions that can improve the work of this library. This committee included four members: the library director, two assistants and one representative of the library board. While developing the plan, the committee strongly relied on partnership with the employees of this library. We have interviewed every librarian of the organization and asked him/her for recommendations. Apart from that, the committee conducted a satisfaction survey among the readers who regularly visit this library. While interviewing the readers, we focused on such criteria as richness of the library collection, the use of information technologies, helpfulness of the employees, time management of the organization. In this way, we tried to identify the areas which needed improvement. Additionally, while interviewing these people, we asked them about those expectation which they usually set for a library. It was of crucial importance to us to assume the customers’ standpoint since their major stakeholders of this organization. This approach has greatly helped us, since we were able to identify those areas, requiring improvement. Without their recommendations this plan would have never come into existence.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, the committee research already-existing literature about the problems. In particular, we focused on those approaches adopted by small and midsize libraries in order to enrich collections and provide a better quality of services to the readers. Many books and articles have proved quite beneficial for our purposes. The research which has been undertaken by the committee indicates that many public libraries have to struggle with budget limitations, but they can be overcome. In part, this goal can be achieved through active cooperation with other libraries, publishing houses and charity organization. Secondly, the main reason why many people are dissatisfied with the quality of library’s services is lack of self-sufficiency. One has to speak about ineffective space and time management (Gothberg, 1991, p 350). For example, very often the readers are not allowed to check out books on their own, they have to wait several minutes until the librarian finds it. This process becomes very time-consuming especially if there are many visitors. The research of academic service is useful to that extent that it enabled the committee to learn about the best practices used by the libraries within a relatively short time. Ju dging from my personal observations and from the results of the survey, I may argue that these problems are typical of this library as well. These examples immediately attract attention and in part they prove that financial constraints are not the only cause of library’s difficulties. These findings prompted the committee to the conclusion it is necessary to implement certain organizational changes. These changes should touch upon performance assessment and workplace relations. For many public organizations this transformation is very difficult; however, academic literature indicates that small libraries can overcome these possible through changes in organizational structure and giving more autonomy to the readers (Park, 2005, p 168).Advertising We will write a custom coursework sample on Strategic Plan for a Library specifically for you for only $16.05 $11/page Learn More Thus, the plan proposed by the committee is based on the premise that the problems of this library should not be explained only by budget limitations. Overall, we are greatly indebted to every person who helped us with the development of this plan. Without active participation of employees, readers and library board we would not have been able to map out this strategic plan. Mission and Goals The mission of this library is to offer adequate resources and services that would support learning and research needs of the community (The University of Chicago Library, 2010, unpaged). It is possible to single out several goals and objectives which are quite consistent with this mission: Goal 1. To maintain a well-organized and balance library collection that contains only high-quality books and periodicals. Goal 2. To promote the quality of library services and improve the skills of the library personnel. Goal 3. To improve economic performance of the library and make it less dependent on governmental funding. These are the key goals that this organization must a ttain. For each of these goals, one can set at least two objective which are more specific and tangible. Furthermore, it is vital to explain how each of these objectives can be attained. Goal 1 The first objective is to establish long-term partnership with other libraries and organizations that can share resources with this organization. We can suggest several steps that one should take. 1) The most important step is to join both local and non-local library consortia, which are formal associations of libraries. These consortiums promote book and resource sharing.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, it will be possible to obtain either digital or hard copies of books. 2) Secondly, this institution should establish an interlibrary loan service, for example, this library can borrow books or periodical from another library in order to scan or photocopy the materials. In this way, they will be able to reduce the cost of procuring new books, and this particularly important for libraries that have to struggle with budget limitations. 3) The third step is to establish long-term partnership with publishing houses. Some of these companies attach great importance to charity and they frequently donate books to the libraries. Each of these action steps is important since this library has to struggle with budgetary limitations and one has to use strategies of reducing or at least minimizing costs. The second objectively is to make full use of information technologies that are available to the library. We can propose at least three strategies that may help the library in accomp lishing this objective. First, this organization should purchase subscription to various online libraries and databases, such as Questia, SAGE, Jstor, etc (Repman Dickinson, 2007, p 186).  In this way, we will be able to expand library collection (Sutton, 1995, p 126). Additionally, this library should develop official website that would make the resources of the library more available and more affordable to the subscribers of this library. Lastly, it is necessary to start digitizing the books and periodicals which the library has its disposal. This will greatly increase the accessibility of books and periodicals to the readers. Thirdly, it is necessary to update library collection in different subject areas. One of the most important steps is to continuously review the new books and articles published by the leading publishing houses. The second step is to establish contacts with wholesale book shops that provide discounts to the regular customers and especially to libraries. Due to financial constraints, the library management has to minimize costs of procuring new books. At this stage, it is quite possible to argue that without effective cost management the strategic plan will not yield expected results. Goal 2 It is possible to single out several objectives which are quite consistent with the second goal. The first objective is to improve time and space management in this library. The most important step is to create an electronic library catalogue so that readers could search for a necessary publication by entering either the name of the author or the title of a book or article (Hobrock, 1992, p 34). This strategy will allow both readers and librarians to reduce the amount of time needed for the search of a book. The second step is to install self-check-out units so that readers could return books and articles more quickly. This strategy will greatly improve time management in this organization and make it more attractive for the readers. The secon d objective is to continuously improve the skills of the employees. For this purpose it is first necessary to provide training to the employees; special attention should be paid to their knowledge of the library collection and ability to use information technologies, especially the electronic library catalogue (Usherwood, 2007, p 670). It is vital that the management of this organization regularly conducts assessment of the employee’s skills; it should be done at least two times a year. 2Another strategy that would help the library is to organize seminars with employees of other librarians. Such activities can help librarians share their experience with another; in this way they will be able to learn more about the best practices used in modern libraries (Stuart Moran, 2007). Goal 3 As it has been said before, the third goal is to improve economic performance of the library. In this case the most first and important objective is to allow readers to buy food and drinks at the library. One should remember that that many people, who visit libraries, may stay for a very long time, and the opportunity to purchase food and drinks is very important for them. On the one hand, this policy can greatly increase the quality of libraries services and many organizations have already adopted this strategy (Park, 2005, p 167). There are two steps that we need to take in order to achieve this objective: First, it is necessary to procure a vending machine that will be used by the visitors. Secondly, the library management should find a suitable location for this vending machine. Although, this step appears to be self-evident, this task can prove very challenging because it will be necessary to sufficient room for many visitors. The second objective is to provide readers with an opportunity to purchase books at the library. We can single out two action steps that will support this objective. At the beginning the librarians should compile a list of those books which ar e most frequently requested by the readers. In this way, they will be able to learn what kind of books will enjoy demand among the customers. The next step is to find extra space for this small bookshop and determine which of the employees will be responsible for running it. Thus, the steps that we have identified in this section are crucial for successful implementation of the plan. Probably, in the future some extra steps will be added. Timelines for the implementation of the plan At this stage, we should work out the schedule for the implementation of this strategy. It can be presented in the following way: Join both local and non-local library consortia (April 4th – April 14) Establish an interlibrary loan service (April 5th – April 25th) Establish partnership with publishing houses (April 6th– May 2nd) Obtain subscriptions for online databases (April 6- April 8th) Develop the library’s official website (April 6- June 1st) Digitizing books and perio dicals (April 8th ) Continuously review the new books and articles published by the leading publishing houses (April 4th) Establish contacts with wholesale book shops (April 7th – May 2nd) Create an electronic library catalogue (April 10th –September 1st) To install-self-check-out units (April 5th – April 11th) Provide training to the employees (May 1st– June 1st) Organize seminars with employees of other librarians (May 15th) Procure a vending machine and find suitable location for it (May 2nd May 15th) Compile a list of the most requested books (April 4th– April 20th). It should be noted that the majority of action steps have start dates and end dates. However, some of the activities will take a very long time, for instance, digitization of books, and we have not specified the end date. Furthermore, the library will need to attract outside professionals for the development of official website and electronic catalogue. Reflections about group wor k This project has demonstrated to me the importance of teamwork. On the whole, this strategic plan could not have been developed without active assistance of employees, library board members, and certainly readers. There are several aspects of group work which greatly appeal to me; one of them is brainstorming and ability to receive critical evaluation of one’s thought and ideas. The committee held many meetings and we meticulously discussed every objective and every step that are now included in this strategic plan. The members of the committees were willing to evaluate the advantages and disadvantages of every possible policy. This approach seems to be most productive since a group of people, especially if they are competent enough, can better identify the potential flaws of the plan, even if at first glance it seems impeccable. The most important thing is that a library director is able to accept criticism, if this criticism contributes to overall success of the project. More importantly, it is vital that this person can admit his/her mistakes; otherwise team work will eventually become pointless. Reference List D’Andraia. F. (1997). The academic library director: reflections on a position in transition. NY: Routledge. Gothberg H. (1991) Time Management in Public Libraries: A Study of Public Libraries. Public Libraries. 30 (6), pp 350-377 Hayes. R. (2001) Models for library management, decision-making, and planning. London: Emerald Group Publishing. Hobrock. B. (1992). Library management in the information technology environment-: issues, policies, and practice for administrators. NY: Routledge. Park. C. (2005). Harris County Public Library: creating a design paradigm for twenty- first century libraries. The Bottom Line. 18 (4). p 167-174. Repman J. Dickinson. (2007). School Library Management. London: Linworth Pub. Stueart, R., Moran, B. (2007). Library Information Center Management (7th ed.). Littleton: Libraries Unlimited. Sutton. B. (1 995). Public library planning: case studies for management. London: Greenwood Publishing Group. The University of Chicago Library. (2010) The official website. Accessed from https://www.lib.uchicago.edu/ Usherwood. R. C. (2007). Professional values in a bureaucratic structure. Library  Review pp 666-673. This coursework on Strategic Plan for a Library was written and submitted by user Santiago N. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Antigone Has Adhd

Antigone Has Adhd Antigone Has Attention Deficit Hyperactivity Disorder, (AD/HD) After talking to Ismene and being informed that burying their brother, Polynices, is unlawful, Antigone acts like a brut, and still, arrogantly, buries him. What right does she have to make up her own rules and regulations, when she knows that what she is doing is unlawful by her state? I will explore the mind of a child that has AD/HD and will clearly show that Antigone is no exception to this psychological disorder, since she, herself, has these symptoms. I will also analyze if Antigone should be brought to death for her misloyalty to the king, Kreon. If Kreon had the right to kill her, and finally, if her psychological disorder makes her morally right, or wrong, and if she can tell the difference among them.First, doctors describe this disorder as one who does or may experience, or has a short attention span, impulsive behavior, and/or hyperactivity, (CHADD, Children and Adults with Attention-Deficit/Hyperactivity Diso rder).English: Muntham House School. The school is desig...

Meanings of French Homophones

Meanings of French Homophones Homophones are words that have the same pronunciation but different meanings and, sometimes, spellings. Therefore, French homophones can cause difficulties in oral comprehension and spelling. These pages should help you to understand the difference between the most common French homophones. French Homophones: A a - first letter of the French alphabeta - third person singular conjugation of avoir (to have)  Ã‚  Ã‚  Il a une question - He has a question (preposition) - to, at, in  Ã‚  Ã‚  Je vais la banque - Im going to the bankabaisse(s) - singular conjugations of abaisser (to lower)  Ã‚  Ã‚  Abaisse le drapeau - Lower the flagune abaisse - rolled-out pastry  Ã‚  Ã‚  Jai fait une abaisse de 5 mm - I rolled out the pastry to 5 mmune abbesse - abbess  Ã‚  Ã‚  Labbesse habite au couvent - The abbess lives in the conventaccro - (inf adj) hooked, addictedun accro - addict, lover  Ã‚  Ã‚  Je suis accro de franà §ais - Im a French lover/addictun accroc - tear, blotai - first person singular present indicative conjugation of avoir (to have)  Ã‚  Ã‚  Jai une idà ©e - I have an ideaaie - first person singular subjunctive of avoiraient - third person plural subjunctive of avoiraies - second person singular subjunctive of avoirait - third person singular subjunctive of avoires - second person singular present indicative of à ªtre (to be)est - third person singular present indicative of à ªtreet - (conjunction) and  Ã‚  Ã‚  Il est grand et beau - He is tall and handsomeun aide - male assistant  Ã‚  Ã‚  Je vais embaucher un aide - Im going to hire an assistantune aide - help, assistance, female assistant  Ã‚  Ã‚  Jai besoin de votre aide - I need your helpair, aire - see rune amande - almond  Ã‚  Ã‚  Jaime bien la pà ¢te aux amandes - I really like almond pasteune amende - fine  Ã‚  Ã‚  Tu dois payer une amende de 50 euros - You have to pay a 50-euro finean - year  Ã‚  Ã‚  Jhabite ici depuis un an - Ive lived here for a yearen (adverbial pronoun) - of it/them  Ã‚  Ã‚  Jen veux trois - I want three of themen (preposition) - to, in  Ã‚  Ã‚  Je vais en France - Im going to Franceaoà »t - August  Ã‚  Ã‚  Il ny a pas de cours en aoà »t - There are no classes in AugustHou ! - Boo! une houe - hoele houx - hollyou (coordinating conjunction) - or  Ã‚  Ã‚  Cest toi ou moi ? - Is it your turn or mine?oà ¹ (relative pronoun) - where  Ã‚  Ã‚  Oà ¹ vas-tu ? - Where are you going?au (contraction of le) - to the  Ã‚  Ã‚  Je vais au marchà © - Im going to the marketaux - to the (contraction of les)eau - watero - the letter ooh (interjection) - ohaussità ´t (adverb) - immediately  Ã‚  Ã‚  Aussità ´t dit, aussità ´t fait - No sooner said than doneaussi tà ´t - as/so early  Ã‚  Ã‚  Jarriverai aussi tà ´t que possible - I will arrive as early as possibleun autel - altar  Ã‚  Ã‚  Il y a toujours des fleurs sur lautel - There are always flowers on the altarun hà ´tel - hotel  Ã‚  Ã‚  Je cherche un hà ´tel Paris - Im looking for a hotel in Parisun auteur - author  Ã‚  Ã‚  Cest un auteur connu - Hes a well-known authorune hauteur - height  Ã‚  Ã‚  Quelle est la hauteur de la porte ? - How tall is the door?un avocat - avocadoun avocat - lawyer B b - the second letter of the alphabetbà ©e - open-mouthed  Ã‚  Ã‚  Il reste bouche bà ©e - He is standing open-mouthed (in wonder)bai (horse) - bayune baie - bay  Ã‚  Ã‚  Jhabite prà ¨s de la baie - I live near the bayune baie - berryun bar - bar/pub  Ã‚  Ã‚  Il y a un bar amà ©ricain prà ¨s dici - Theres an American bar nearbyun bar - bass  Ã‚  Ã‚  Je ne sais pas prà ©parer le bar - I dont know how to prepare bassune barre - bar (rod), barre, helm  Ã‚  Ã‚  Pourquoi y a-t-il une barre ici ? - Why is there a bar here?(un) Beur - (informal) second-generation North African (verlan of Arabe)le beurre - butterbois - first and second person singular of boire (to drink)  Ã‚  Ã‚  Je ne bois pas dalcool - I dont drink alcoholle bois - wood  Ã‚  Ã‚  Nous avons un four bois - We have a wood stoveboit - third person singular of boirela boue - mudle bout - tipun boum - bang, explosion  Ã‚  Ã‚  Et puis boum ! tout est tombà © - And then boom! everything fell downun boum - ( familiar) success  Ã‚  Ã‚  Je nai jamais vu un tel boum - Ive never seen such (incredible) successle boum - (familiar) activity  Ã‚  Ã‚  La fà ªte est en plein boum - The partys in full swingune boum - (informal) party  Ã‚  Ã‚  La boum commence 22h - The party starts at 10pmun brin - blade (of grass)  Ã‚  Ã‚  Le chien a mangà © un brin dherbe - The dog ate a blade of grassun brin - (informal) a bit  Ã‚  Ã‚  Un brin plus haut, sil te plaà ®t - A bit higher, pleasebrun - dark-haired  Ã‚  Ã‚  Le brun est plus beau que le blond - The dark-haired man is more handsome than the blondNote: These two words arent homophones for everyone; some French speakers make a distinction between in and un. bu - past participle of of boirele but - goal (note that some people pronounce the final t)   C c  - letter of the  French alphabetces  (demonstrative adjective) - these  Ã‚  Ã‚  Jaime ces fleurs  - I like these flowerscest  - it/this is  Ã‚  Ã‚  Cest difficile de trouver un bon emploi  - Its hard to find a good jobsais  - first and second person singular present indicative of  savoir  (to know)  Ã‚  Ã‚  Je ne sais pas  - I dont knowsait  - third person singular present indicative of  savoirses  (possessive adjective) - his, her, its  Ã‚  Ã‚  Voici ses livres  - Here are his/her bookssest  - reflexive pronoun  se   third person singular of  Ãƒ ªtre  (to be)  Ã‚  Ã‚  Il sest dà ©j habillà ©Ã‚  - He already got dressedà §a  indefinite demonstrative pronoun  - it, that  Ã‚  Ã‚  Je naime pas à §a  - I dont like thatsa  (possessive adjective) - his, her, its  Ã‚  Ã‚  Cest sa sÅ“ur  - Thats his/her sistercar  (conjunction) - since, for  Ã‚  Ã‚  La rà ©union fut annulà ©e car le prà ©sident est malade  - The meeting was canceled since the president is sickun  quart  - quarter  Ã‚  Ã‚  un kilo et quart  - one and a quarter kilosce  (indefinite demonstrative pronoun) - this, it  Ã‚  Ã‚  Ce doit à ªtre un bon restaurant  - This must be a good restaurantse  -  reflexive pronoun  Ã‚  Ã‚  Il se là ¨ve huit heures  - He gets up at 8 oclockcelle  - see  selcen  -  contraction  of  ce  Ã‚  en  (adverbial pronoun)  Ã‚  Ã‚  Cen est trop  - This is too muchcent  - one hundred  Ã‚  Ã‚  Jai cent dollars  - I have a hundred dollarsle  sang  - blood  Ã‚  Ã‚  Il y a du sang sur ta chemise  - Theres blood on your shirtsans  (preposition) - without  Ã‚  Ã‚  Je suis sorti sans manger  - I went out without eatingsen  -  se  Ã‚  en  Ã‚  Ã‚  Il sen venait tranquillement  - He was approaching unhurriedlysens  - first and second person singular of  sentir  (to feel, smell)sent  - third person singular of  sentir  Ã‚  Ã‚  Ãƒâ €¡a sent bon !   - That smells good!censà ©Ã‚  - supposed to  Ã‚  Ã‚  Je suis censà © partir midi  - Im supposed to leave at noonsensà ©Ã‚  - sensible  Ã‚  Ã‚  Cest un homme sensà ©Ã‚  - Hes a sensible mancest   vowel or mute h (due to  liaison)  Ã‚  Ã‚  Cest une bonne idà ©e  - Thats a good ideacet  - masculine  demonstrative adjective  in front of a vowel/mute h  Ã‚  Ã‚  Cet homme est beau  - That man is handsomecette  -  feminine demonstrative adjective  Ã‚  Ã‚  Cette femme est belle  - That woman is beautifulsept  - seven  Ã‚  Ã‚  Jai sept chats  - I have seven catssest   vowel or mute h  Ã‚  Ã‚  Il sest habillà © tout seul  - He got dressed all by himselfSà ¨te  - a village in southern Francecà ©tait  - it was  Ã‚  Ã‚  Cà ©tait formidable  - It was greatsà ©tait  -  se   third person singular  imperfect  of  Ãƒ ªtre  Ã‚  Ã‚  Il sà ©tait dà ©j levà ©Ã‚  - He had already gotten upsà ©taient  -  se   third pe rson plural imperfect of  Ãƒ ªtre  Ã‚  Ã‚  Elles sà ©taient habillà ©es  - They had gotten dressedla  chair  - fleshla  chaire  - pulpit, post, (university) chair  Ã‚  Ã‚  Ils vont crà ©er une chaire darabe  - Theyre going to create a chair of Arabiccher  - dear, expensive  Ã‚  Ã‚  un cher ami  - a dear friendchÅ“ur  - choir, chorus  Ã‚  Ã‚  Jaimerais bien à ©couter le chÅ“ur  - Id really like to listen to the choircÅ“ur  - heart  Ã‚  Ã‚  Il a le cÅ“ur malade  - He has a weak heartchouette  - great, nice  Ã‚  Ã‚  Je laime bien, elle est chouette  - I really like her, shes greatchouette  - owl  Ã‚  Ã‚  As-tu vu la chouette hier soir ?   - Did you see the owl last night?-ci  - this (suffix)  Ã‚  Ã‚  Cet arbre-ci est plus joli que celui-l  - This tree is prettier than that onescie  - saw  Ã‚  Ã‚  Il doit acheter une nouvelle scie  - He needs to buy a new sawsi  - if  Ã‚  Ã‚  Si tu es prà ªt...  - If youre ready...si  - yes (in response to a negative  question)  Ã‚  Ã‚  Tu ne viens pas ? Si !  - Arent you coming? Yes!six  - sixsy  -  se  Ã‚  y  (adverbial pronoun)  Ã‚  Ã‚  Il est temps de sy mettre  - Its time to get on with itun  compte  - account, count, calculationun  comte  - count  Ã‚  Ã‚  Le Comte de Monte Cristo  - The Count of Monte Cristoun  conte  - storycool  - cool  Ã‚  Ã‚  Ãƒâ€¡a cest cool  - Thats coolcoule(s)  - singular indicative conjugations of  couler  (to run, flow)  Ã‚  Ã‚  Le Rhà ´ne coule du nord au sud  - The Rhone flows from north to southle  cou  - neck  Ã‚  Ã‚  Pourquoi les girafes ont-ils de longs cous ?  - Why do giraffes have long necks?le  coup  - blow  Ã‚  Ã‚  Il a pris un coup sur la tà ªte  - He took a blow to the headle  coà »t  - cost  Ã‚  Ã‚  le coà »t de la vie  - the cost of livingla  cour  - yard, courtyard  Ã‚  Ã‚  Je vais planter des fleurs dans la cour  - Im going to plant some flowers in the yardle  cours  - course  Ã‚  Ã‚  Jai bien aimà © ce cours  - I really liked this coursecourt  - short  Ã‚  Ã‚  Ce chemin est plus court  - This way is shorterle  court  - tennis courtle  cul  - assq  - letter of the  French alphabetle  cygne  - swan  Ã‚  Ã‚  Jai vu un cygne sur là ©tang  - I saw a swan on the pondle  signe  - sign, gesture  Ã‚  Ã‚  Je ne comprends pas le signe que tu as fait  - I dont understand the sign you made D d  - letter of the  French alphabetun  dà ©Ã‚  - thimble, die  Ã‚  Ã‚  Jai besoin de deux dà ©s  - I need two dicedes  (indefinite article) - somedes  (partitive article) - somedes  (contraction of  de  Ã‚  les) - of/about thedans  (preposition) - in  Ã‚  Ã‚  Cest dans le tiroir  - Its in the drawerden  -  preposition  de  Ã‚  en  (adverbial pronoun)  Ã‚  Ã‚  Nous navons pas fini den parler  - We havent finished talking about itune  dent  - tooth  Ã‚  Ã‚  Je me brosse les dents  - Im brushing my teethdavantage  - more  Ã‚  Ã‚  En voulez-vous davantage ?  - Would you like some more?davantage  -  de avantage  (advantage)  Ã‚  Ã‚  Ce poste manque davantages  - This job doesnt have (many) advantagesde  (preposition) - of, from, about  Ã‚  Ã‚  Je suis de Californie  - Im from Californiadeux  - two  Ã‚  Ã‚  Jai deux frà ¨res  - I have two brothersNote:  These are not true homophones because they have differen t  phonetic symbols, but their pronunciation is nearly identical.dà ©goà »ter  - to disgust  Ã‚  Ã‚  Ãƒâ€¡a me dà ©goà »te  - That disgusts medà ©goutter  - to drip  Ã‚  Ã‚  De leau dà ©goutte de la table  - Water is dripping off the tableun  dessein  (formal) - design, plan, intention  Ã‚  Ã‚  Il a le dessein de le refaire  - He plans/intends to redo itun  dessin  - drawing  Ã‚  Ã‚  Cest un joli dessin  - Its a nice drawingle  diesel  - diesel fuel  Ã‚  Ã‚  Cette station na pas de diesel  - This station doesnt have any diesella  diesel  - diesel automobile  Ã‚  Ã‚  Cest une diesel  - Its a diesel car / It takes dieselun  don  - gift, talent, donation  Ã‚  Ã‚  Il a un don pour le tennis  - He has a gift for tennisdont  -  relative pronoun  Ã‚  Ã‚  Cest le livre dont je tai parlà ©Ã‚  - Its the book I told you aboutdu  (partitive article) - some  Ã‚  Ã‚  Veux-tu du pain ?   - Do you want some bread?du  - of/about the (contraction  of  de  Ã‚  le)dà »Ã‚  - past participle of  devoir  (to have to)   E e  - letter of the  French alphabeteuh  (interjection) - uh, um, er  Ã‚  Ã‚  Il y a, euh, trois choses faire  - There are, um, three things to doeux  (stressed pronoun) - them  Ã‚  Ã‚  Cest pour eux  - Its for themNote:  The letter e is not a true homophone because it has a different  phonetic symbol  than the other two, but their pronunciation is nearly identical.-à ©Ã‚  -  past participle  ending for  -er verbs  Ã‚  Ã‚  parlà ©, chantà ©, dansà ©Ã‚  - spoke, sang, danced-er  -  infinitive  ending for -er verbs  Ã‚  Ã‚  parler, chanter, danser  - to speak, to sing, to dance-ez  - ending for second person plural indicative and imperative of most verbs  Ã‚  Ã‚  (vous) parlez, chantez, dansez  - (you) speak, sing, danceeau  - see auelle  (stressed pronoun) - her  Ã‚  Ã‚  Va avec elle.  - Go with her.elle  (subject pronoun) - she  Ã‚  Ã‚  Elle le fera demain  - Shell do it tomorrow.elles  (stressed pronoun) - them  Ã‚  Ã‚  I did it for them.  - Je lai fait pour elles.elles  (subject pronoun) - they  Ã‚  Ã‚  Elles viennent avec nous ?  - Are they coming with us?l  - letter of the  French alphabeten  - see anentre  - between, among  Ã‚  Ã‚  entre toi et moi  - between you and meentre(s)  - singular conjugations of  entrer  (to enter)à ¨re  - see  res  - see aià ¨s  - see  sun  espace  - space, room  Ã‚  Ã‚  Y a-t-il de lespace ?   - Is there any room?une  espace  - printing space  Ã‚  Ã‚  Il faut mettre une espace entre ces mots  - We need to put a space between these wordsune  Espace  - car model from Renault  Ã‚  Ã‚  Je vais acheter une Espace  - Im going to buy an Espaceest,  et  - see aià ©tà ©Ã‚  - past participle of  Ãƒ ªtre  (to be)  Ã‚  Ã‚  Qui a à ©tà © blessà ©Ã‚  ?  - Who was hurt?un  Ãƒ ©tà ©Ã‚  - summer  Ã‚  Ã‚  Jaime voyager en à ©tà ©Ã‚  - I like to travel in the summerà ªtre  - to beun  Ãƒ ªtre  - being  Ã‚  Ã‚  un à ªtre humain  - human beingun  hà ªtre  - beech tree/woodeu  - past participle of  avoir  (to have)  Ã‚  Ã‚  Je nai pas eu loccasion de le faire  - I didnt have a chance to do itu  - letter of the  French alphabet   F la  faim  - hunger  Ã‚  Ã‚  La faim dans le monde  - World hungerla  fin  - end  Ã‚  Ã‚  Cest la fin  - Thats the endun  fait  - fact  Ã‚  Ã‚  Ce nest pas mon opinion, cest un fait  - Its not my opinion, its a factun  faà ®te  - summit, rooftop(vous)  faites  - second person plural indicative and imperative of  faire  (to do, make)  Ã‚  Ã‚  Que faites-vous ?  - What are you doing?une  fà ªte  - party  Ã‚  Ã‚   quelle heure commence la fà ªte ?  - What time does the party begin?le  fard  - make-upla  phare  - lighthouseun  fil  - thread, yarn, string  Ã‚  Ã‚  Jai tirà © un fil mon pull  - I pulled a thread in my sweaterune  file  - line, queue  Ã‚  Ã‚  Il a dà ©j pris la file  - He already got in lineun  filtre  - filter  Ã‚  Ã‚  Je nai plus de filtres cafà ©Ã‚  - I dont have any more coffee filtersun  philtre  - potion  Ã‚  Ã‚  Crois-tu que les philtres damour peuvent marcher ?  - Do you thi nk love potions work?final  - (adj) final, last  Ã‚  Ã‚  Cest la scà ¨ne finale  - Its the last scenele  finale  - finale (music)  Ã‚  Ã‚  Ont-ils fait un finale ?  - Did they play a finale?la  finale  - final (sports)  Ã‚  Ã‚  Vas-tu jouer la finale ?   - Are you going to play in the final (round)?le  flan  - custard tart  Ã‚  Ã‚  Jaime bien les flans  - I really like custard tartsle  flanc  - side, flank  Ã‚  Ã‚  Il est couchà © sur le flanc  - Hes lying on his sidela  foi  - faith  Ã‚  Ã‚  Il faut avoir la foi  - You have to have faithle  foie  - liver  Ã‚  Ã‚  Je naime pas le foie de volaille  - I dont like chicken liverune  fois  - once, one time  Ã‚  Ã‚  Je lai fait une fois  - I did it oncele  fond  - bottom, back, far end  Ã‚  Ã‚  Il faut aller jusquau fond  - You have to go all the way to the backfond  - third person singular indicative of  fondre  (to melt)  Ã‚  Ã‚  La neige fond dà ©j  - The snow is already meltingfonds  - first and second person singular indicative of  fondrefont  - third person plural indicative of  faire  (to do, make)  Ã‚  Ã‚  Quest-ce quils font ?  - What are they doing?les  fonts  - baptismal fountle  foudre  - (iro nic) leader, large cask  Ã‚  Ã‚  Cest un foudre de guerre  - (sarcastic) Hes a great war leaderla  foudre  - lightning  Ã‚  Ã‚  La foudre est tombà ©e sur la maison  - Lightning struck the house  Ã‚  Ã‚  Ãƒâ€¡a a à ©tà © le  coup de foudre  - It was love at first sight G g  - letter of the  alphabetjai  (contraction  of  je   first person singular conjugation of  avoir  [to have]) - I havele  gà ¨ne  - gene  Ã‚  Ã‚  Cest un gà ¨ne dominant  - Its a dominant genela  gà ªne  - trouble, bother, embarrassment  Ã‚  Ã‚  Il à ©prouve une certaine gà ªne avaler  - Hes having trouble swallowinggà ªne(s)  - singular conjugations of  gà ªner  (to bother, embarrass)  Ã‚  Ã‚  Ãƒâ€¡a ne me gà ªne pas  - It doesnt bother mele  gà ®te  - shelter, cottage, ~ bed and breakfast  Ã‚  Ã‚  Nous avons logà © dans un gà ®te  - We stayed in a bed and breakfastla  gà ®te  - list, inclination of ship  Ã‚  Ã‚  Le bateau donne de la gà ®te  - The boat is listingle  greffe  - court clerks office  Ã‚  Ã‚  Oà ¹ se trouve le greffe ?  - Where is the court clerks office?la  greffe  - transplant, graft  Ã‚  Ã‚  Il a besoin dune greffe du cÅ“ur  - He needs a heart transplantguà ¨re  - hardlyà ‚  Ã‚  Ã‚  Il nen reste plus guà ¨re  - Theres hardly any leftla  guerre  - war  Ã‚  Ã‚  Cest une guerre civile  - Its a civil warun  guide  - guide (book or person)  Ã‚  Ã‚  Jai achetà © un guide gastronomique  - I bought a restaurant guideune  guide  ~ girl scout/guide  Ã‚  Ã‚  Ma fille veut à ªtre guide  - My daughter wants to be a girl scout/guideles  guides  (f) - reins  Ã‚  Ã‚  Il faut tirer sur les guides  - You have to pull on the reins H la  haine  - hatredn  - letter of the  alphabethauteur  - see auteurhà ªtre  - see à ªtrele  hockey  - hockey  Ã‚  Ã‚  Il joue au hockey.  - He plays hockey.le  hoquet  - hiccup  Ã‚  Ã‚  Jai le hoquet.  - I have hiccups.hà ´tel  - see autelhou,  houe,  houx  - see aoà »t French Homophones: I i  - letter of the  alphabety  -  adverbial pronoun  Ã‚  Ã‚  Il y est allà © hier  - He went there yesterdayil  (subject pronoun) - he, it  Ã‚  Ã‚  Il est mà ©decin  - Hes a doctorils  (subject pronoun) - they  Ã‚  Ã‚  Ils ne sont pas prà ªts  - They arent readyNote:  In  informal French,  il  and  ils  are commonly pronounced like  i.   J j  - letter of the  alphabetjy  -  contraction  of  je  and  y  (adverbial pronoun)  Ã‚  Ã‚  Jy vais !  - Im going!jai  - see gle  jars  - gander  Ã‚  Ã‚  Nous avons une oie et un jars  - We have one goose and one ganderla  jarre  - earthenware jar  Ã‚  Ã‚  Jai trouvà © une jarre antique  - I found an antique jarjeune  - young  Ã‚  Ã‚  Il est trà ¨s jeune  - He is very youngun/e  jeune  - young personle  jeà »ne  - fast, fasting  Ã‚  Ã‚  Cest un jour de jeà »ne  - Its a fast day L l  - see ellela  (feminine  definite article) - the  Ã‚  Ã‚  la pomme  - the applela  (feminine  direct object pronoun) - her, it  Ã‚  Ã‚  Je la vois  - I see herl  - here, there  Ã‚  Ã‚  Il nest est pas l  - Hes not therela  -  contraction  of  le  or  la   third person singular of  avoir  (to have)  Ã‚  Ã‚  Il la achetà ©Ã‚  - He bought itlas  - contraction of  le  or  la   second person singular of  avoir  Ã‚  Ã‚  Tu las vu ?  - You saw him?le  lac  - lakela  laque  - lacquer, shellac, hairsprayleur  (indirect object pronoun) - them  Ã‚  Ã‚  Je leur donne les clà ©s  - Im giving them the keysleur(s)  (possessive adjective) - their  Ã‚  Ã‚  Cest leur maison  - Its their housele(s)/la  leur(s)  (possessive pronoun) - theirs  Ã‚  Ã‚  Cest le leur  - Its theirsun  leurre  - delusion, illusion, deception, trap, lure, decoylheur  - good fortune (ironic)  Ã‚  Ã‚  Je nai pas eu lheur de le co nnaà ®tre  - I didnt have the good fortune of knowing himlheure  - hour,  time  Ã‚  Ã‚   lheure actuelle  - At the present timele  livre  - book  Ã‚  Ã‚  Comment sappelle ce livre ?  - What is this book called? la  livre  - pound  Ã‚  Ã‚  Ãƒâ€¡a pà ¨se deux livres et coà »te cinq livres  - That weighs two pounds and costs five poundslon  -  euphonic  contraction of  le  Ã‚  on  Ã‚  Ã‚  Ce que lon a fait  - What we didlont  - contraction of  le  or  la   third person plural of  avoir  Ã‚  Ã‚  Ils lont dà ©j achetà ©Ã‚  - They already bought itlong  - long  Ã‚  Ã‚  Ne sois pas trop long  - Dont take too long M ma  (possessive adjective) - my  Ã‚  Ã‚  ma mà ¨re  - my motherma  -  contraction  of  me  (object pronoun) third person singular  avoir  (to have)  Ã‚  Ã‚  Il ma vu  - He saw memas  - contraction of  me   second person singular  avoir  Ã‚  Ã‚  Tu mas regardà ©Ã‚  - You looked at mele  maire  - mayorla  mer  - seala  mà ¨re  - mothermai  - May  Ã‚  Ã‚  On est le premier mai  - Its the first of Mayla  maie  - bread boxmais  - but  Ã‚  Ã‚  Mais je ne suis pas prà ªt !  - But Im not ready!mes  (possessive adjective) - my  Ã‚  Ã‚  Oà ¹ sont mes clà ©s ?  - Where are my keys?mes  - contraction of  me   second person singular  Ãƒ ªtre  (to be)  Ã‚  Ã‚  Tu mes trà ¨s cher  - You are very dear to memest  - contraction of  me   third person singular  Ãƒ ªtremet  - third person singular conjugation of  mettre  (to put)  Ã‚  Ã‚  Il met le pain sur la table  - Hes putting the bread on the tablemets  - first and second person singular  mettreun  mets  - dish  Ã‚  Ã‚  Tout le monde doit amener un mets partager  - Everyone needs to bring a dish to sharemaà ®tre  (adjective) - main, major, chiefle  maà ®tre  - master, teachermettre  - to putmal  - bad, badly, wrong  Ã‚  Ã‚  Jai mal dormi  - I slept badlyle  mal  - evil, pain  Ã‚  Ã‚  Jai mal la tà ªte  - I have a headachemà ¢le* - male, manly  Ã‚  Ã‚  Cest une voix mà ¢le  - Its a manly voicela  malle  - trunk (suitcase or car)  Ã‚  Ã‚  Jai dà ©j fait ma malle  - Ive already packed my trunk*This isnt a homophone for everyone; some French speakers make a distinction between  a  and  Ãƒ ¢Ã‚  marocain  - Moroccan  Ã‚  Ã‚  Il est marocain  - He is Moroccanle  maroquin  - morocco leatherune  mine  - expression, look  Ã‚  Ã‚  Il a la bonne mine  - He looks goodune  mine  - mine  Ã‚  Ã‚  Cest une mine dor  - Its a gold minemon  (possessive a djective) - my  Ã‚  Ã‚  Voici mon pà ¨re  - This is my fatherle  mont  - mountain  Ã‚  Ã‚  Jai grimpà © le mont Blanc  - I climbed Mont Blancmont  - contraction  me   third person plural conjugation of  avoir  Ã‚  Ã‚  Ils mont vu  - They saw memou  - softla  moue  - poutun  mur  - wallmà »r  - ripeune  mà »re  - blackberry N n  - see haineneuf  - new (nouveau vs neuf)neuf  - nineni  - neither  Ã‚  Ã‚  Ni lun ni lautre nest prà ªt  - Neither one is readyle  nid  - nestnie(s)  - singular conjugations of  nier  (to deny)  Ã‚  Ã‚  Il nie là ©vidence  - He is denying the obviousnient  - third person plural of  nierny  - contraction of  ne  Ã‚  y  (adverbial pronoun)  Ã‚  Ã‚  Il ny a pas de pain  - There isnt any breadle  nom  - last name, nounnon  - nonont  - contraction of  ne   third person plural conjugation of  avoir  Ã‚  Ã‚  Ils nont pas denfants  - They dont have any kids

Anthropology Short Response Paper Essay Example | Topics and Well Written Essays - 500 words

Anthropology Short Response Paper - Essay Example They point out there are many types of literacy, ranging from being able to sign one's name through to being able read contemporary literature. Ahearn adds both visual and cultural literacy to this broad definition as she argues that "Cultural literacy skills predispose people to read situations and texts in certain ways and constrain the types of interpretations they are likely to construct." (Ahearn: 46). Ahearn quotes Mike Baynham on the 'ideological' model of literacy, who states that literacy needs to be understood as a strategic, social practice which defines and confines the choices available to individuals within a particular society. Hence she evaluates the literacy of the Junigau in their own terms, at that moment in their development and history. We are shown the contrast between Sarita and Bir Bahadur's command of language particularly through Bir Bahadur's letters and the impact this has on their relationship as it develops. She examines the villagers' definition of romantic love through a variety of methods including letters, conversations and taped interviews.

International People Management Essay Example | Topics and Well Written Essays - 3750 words

International People Management - Essay Example The research in this particular case applies to an aspect of international people management that is the international transfer of managers. We assess the immediate opportunities of such research as being determined by the number of international management transfers in any given period, the importance to the MNC of such transfers and the possibility of accessing useful data relating to these transfers. International management transfers are a frequent occurrence and there is a corresponding base of information that can be researched or is already available. Management transfers are also relatively important to MNCs. They want to make sure that it works: the impact of a good or bad managerial decision often weighs more that of a non-managerial employee, and this impact increases with ascending management rank. This also motivates MNCs and their representatives to respond to requests for data in the form of questionnaires, if these questionnaires are appropriately constructed and presented. The limitations of such research are in some ways connected with the discussion on the opportunities. The first limitation is that of the willingness or the availability of the relevant contacts in the MNCs to give the data required The second is the way on which such data is to be amassed, either by direct contact (telephone) which can be time-consuming, expensive and not necessarily effective, or by indirect means such as questionnaires sent through the post, which can then increase the elapsed time before results are available as well as the difficulty of chasing up replies and information. Not mentioned in this paper from 2001 are the possibilities now available by Internet with online questionnaires. As a first recommendation, consideration should be given to doing surveys of this time online where possible (Dr. Harzing has perhaps moved to internet-based questionnaires since she wrote this article). Although for a pure Internet-based solution it would also be necessary to know the email address of the person to be contacted, hybrid solutions are also possible: for example, send out a letter which contains instructions to go to a website to fill in a survey. The choice of a paper to critique Our choice of paper was determined by a number of aspects. We sought papers that reported empirical research, either from the creation of primary data, the utilisation of secondary data, or both. We also sought papers that had real meaning and relevance in the field of international people management. Of the various candidates reviewed, we selected Anne-Wil Harzing's paper as fulfilling these criteria. The aims and intentions of "An Analysis of the Functions of International Transfers of Managers in MNCs" The article states its aim as better identification for the reasons for which MNCs (multinational companies) send out

Multimedia learning proposes Essay Example for Free

Multimedia learning proposes Essay Multimedia learning proposes ways of going beyond the pure verbal messages which have been used in lectures and printed lessons for hundreds of years. Multimedia learning as Thomas Edison predicted has proved to be an effective method of teaching, has revolutionized our educational system and has supplanted the use of textbooks. Multimedia presentations are known to help learners. The newly developed multimedia technologies which incorporate simultaneous presentations of narration, images and text make the possibilities for instruction vast. Yet how should educators use these technologies to ensure that there is optimal learning? The answer is that the multimedia messages should be designed in the best way using the eight principles for multimedia design as a guideline. Background to the multimedia principles: Mayer is known for his research in the field of cognitive theory. According to Mayer, a multimedia instructional message is a presentation which involves words (such as spoken or written text) and pictures (such as animation, video, illustrations, and photographs) in which the goal is to promote learning. Mayer links cognitive learning theory to multimedia design issues, validating three theory-based assumptions about how people learn from words and pictures: the (1) dual channel assumption which is based upon the theory that pictures are seen by eyes and are processed as pictorial representations in the visual-pictorial channel. Spoken words on the other hand enter through ears and are processed in the other channel of human cognition, the auditory-verbal channel. (2) Limited capacity assumption is demonstrated by auditory- verbal overload. Because each channel in the human cognitive system has a limited capacity for holding and manipulating knowledge, presenting too many visuals and a lot of sounds at the same time causes the auditory-visual channel to become overloaded. And the (3) Active processing assumption implies that optimal learning occurs when learners engage in active processing within the channels which include relevant words and pictures organized into coherent pictorial and verbal models and integrated with each other and other knowledge. The discovery of the eight principles of multimedia design was a result of Mayers research. Each principle was based on the cognitive theory and was supported by the finding of the research. The multimedia principles discussed with good and bad practice examples: These eight principles are explained as follows in more detail, along with their applications. Multimedia Principle: This principle states that carefully and selectively chosen words and pictures enhance a learner’s understanding of an explanation better than words alone. Mayer tells us that deeper understanding occurs because students mentally connect pictorial and verbal representations of the explanation. A study was conducted in which students viewed a narrated animation about pumps or brakes or simply listened to a narration; the students who viewed the narrated animation scored substantially higher. There are numerous examples of the multimedia principle. Desktop publishing programs and the illustrative capabilities of Microsoft Word and PowerPoint adding pictures to a multimedia presentation has become relatively easy. A good practice example would be to use an animation of how an earthquake occurs to support the textual and/or verbal description: when the frictional stress of gliding plate boundaries goes beyond a certain value and causes a failure at a fault line, which results in a violent dislocation of the Earth’s crust. At this point, elastic strain energy is released causing elastic waves to be radiated, leading to an earthquake. The goal of this principle is best achieved when graphics used are meaningful and illustrative in juxtaposition with text. Images which convey meaning, not simply multitudes of clip art images with no instructional purpose. It would be bad practice heaps of pictures which show destructions caused by earthquakes are used when explaining how earthquakes occur. It would actually be a hindrance in the process of learning as it would take focus off the topic and instead bring the costs of the earthquake into discussion. A good use of this principle would be when pictures and animations are used for presenting instructional content where there are used as lesson interfaces and not for any decorative purpose. Contiguity Principle: The contiguity principle examines how words and pictures should be coordinated in multimedia presentations. This principle states that there is more effective learning when the narration and animation are presented simultaneously rather than successively. Also, words and associative pictures should be close each other and presented at the same time so that when the narration or words describes a particular process or action, the animation or picture shows it at the same time. A good practice example of the contiguity principle would be showing a car assembly procedure where narration and video are presented simultaneously. Students would learn better when the two things are coordinated than otherwise. It would be bad practice if the entire textual description or narration of the car assembly procedure which has 23 stages is presented first, prior to the animation or when the animation is played prior to the verbal description. A good idea is to display the narration and animation in close time proximity so that when words describe the action, the visual depicts the same action at the same time. This will make it more likely for the learner to build mental connections linking the verbal and visual representations. Modality Principle: This principle states that students learn more deeply and effectively when words are presented as narration rather than on-screen text. Using animation and text is a method most people use when designing PowerPoint presentations. According to Mayer when both pictures and words are used are displayed in multimedia, only the visual channel is utilized and it easily becomes overloaded. A good idea therefore is to use both processing channels; the visual/pictorial channel and the auditory/verbal channel. When the narration presented is auditory, it is processed by the auditory channel allowing the visual channel the resources to process the graphical content without it becoming overloaded. A good practice example of this principle would be to present an animation of how a bicycle tire pump works together with the narration of the explanation. Presenting some information in visual mode and some in auditory mode will expand working memory capacity and reduce excessive cognitive load. It would not be a good idea to play the narration after or before the animation. Redundancy Principle: This principle states that students learn far better from multimedia presentations consisting of animation and narration than from animation, narration, and text. The redundancy principle rejects the idea of presenting duplicate instructions in different forms. Unless it is necessary, presenting the same information both in narration and on-screen text hinders the process of learning rather than facilitating it. Some people think presenting the same information in multiple forms is safe and at best advantageous. However we must understand the architecture of human cognition. When dealing with new and technical instruction, working memory is very limited and presenting the same information in narration and on-screen text will mean that not all information will be processed. A good practice of this principle would be when a lecturer uses presentations to deliver his lectures. He can narrate the instructions while his presentations present animation and pictures. It would not be good practice if the lecturer has text heavy-slides and yet continues to try to maintain the attention of the audience. This redundancy causes the learners or audience to become wrapped up in either the verbal presentation or the textual material and miss the other. Even worse the learner may decide to not pay attention at all when he is being bombarded with so much information. Coherence Principle: This principle states that students learn better from multimedia presentations when irrelevant material is excluded rather than integrated. Irrelevant words and pictures, interesting but irrelevant sounds and unnecessary words huts the students learning process. Learners throughout the multimedia presentation try to make sense of the material by building a coherent mental representation and any irrelevant information that comes out of nowhere is likely to disturb the process. A good practice example of this principle would be that when discussing the issue of widespread public display of affection and whether there should be laws imposed against it. It would be a good idea to stick to the topic and present points for or against the argument and the reach a conclusion. If however a person is tempted to spice up the presentation, it would be bad practice. Including dramatic stories of politicians engaged in the art of public affection and video clips where couples are seen showing affection in public would be highly entertaining but off topic and the audience might get upset if they do not make out anything from the four hour long presentation. It would also not be a good idea to include any other non instructional material such as unrelated clip arts, background music, sound clips or detailed textual descriptions. Personalization Principle: The personalization principle states that students learn better when words are presented in a conversational style than in a formal or expository style. Students or audience responds better when a more personalized tone is used in narration. A good example of this principle is when explaining how a human respiratory system works, there is a use of your instead of the. For example instead of saying During inhaling the diaphragm move down creating more space for the lungs we say When you inhale, your diaphragm moves down creating more space for your lungs. Also when addressing community issues using multimedia presentations it is always a good idea to use your community rather than the community. It will help the learners see that it is his community that has issue and not some other community and will provoke him to take action or become a responsible member of the community. Segmenting principle: This principle states that lessons should be divided into manageable segments. When an unfamiliar learner is introduced to a continuous presentation with a lot of inter related concepts which are complex it is easy for the cognitive system to become overloaded. A good practice of this principle would be when a lecture breaks down complex geometry problems into segments rather than present them as a single solution. This helps learners learn at their own pace. Pre-training principle: This principle suggests that people learn better from multimedia presentations when they are familiar with the names and idea of the core concepts. There is a better transfer of knowledge when the audience is trained on the components the presentation would use preceding a narrated animation. A good practice of this example is when explaining the phenomenon of global warming to children, it would work better when terminologies such as green house gases are explained and smaller concepts are built before proceeding to the presentation. This will help the children integrate their built in concepts into understanding the main problem of global warming. It is not good practice to start with the subject before providing the learners with an appropriate start up knowledge neither would it be a good idea to stop in the middle of the lecture to explain some terminology or a hidden concept. Conclusion: Multimedia enhances learning but for learning to be optimal, there should be effective use of animation, narration and on-screen test in multimedia presentations. Techniques to increase working memory by reducing cognitive load have been proposed by many theorists. These techniques improve instructional design, learning efficiency, and effectiveness. Richard E. Mayer and his Cognitive Theory of Multimedia Learning has highlighted well-established principles of multimedia learning which the research continues to support, including (a) the multimedia principle, (b) the contiguity principle, (d) the modality principle, (e) the redundancy principle, and (f) the coherence principle and (e) the personalization principle. These principles aid users to design effective multimedia presentations. References Clark, R. C. Mayer, R. E. (2003). e- Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Jossey-Bass/Pfeiffer.

East Of Eden :: essays research papers

East of Eden   Ã‚  Ã‚  Ã‚  Ã‚  Some of the most aspiring and influential authors show to be American novelists. American novelists brought about a new style of writing, which became very popular. John Steinbeck shows this style of writing in his novel, East of Eden. This makes Steinbeck one of the most significant American novelists in the twentieth century. East of Eden contains many parts, which add detail and interest to the novel. Many of Steinbeck’s novels and other works remain and continue to be nationally acclaimed. Many elements exist in East of Eden that bring about the meaning and concept of the novel. The study of John Steinbeck and his book, East of Eden, will help the reader better understand the element of fiction and interpret the meaning of the work.   Ã‚  Ã‚  Ã‚  Ã‚  John Steinbeck was born on February 27, 1902 in Salinas, California. Between 1919 and 1925 Steinbeck was acknowledged as a special student at Stanford University. According to Peter Lisac, â€Å"Variously employed as a had-carrier, fruit-picker, apprentice printer, laboratory assistant, caretaker, surveyor, reporter, writer, and foreign correspondent let him acquire knowledge in many areas.† (1) Even in his youth, Steinbeck developed a love of the natural world and diverse cultures. Steinbeck produced two children from his second wife, Elaine Scott. The early 1930’s became a struggle for Steinbeck, both in his Long 2 attempts to improve his writing and his day-to-day existence. Yet, in the 1940’s he turned his main interest from sociology and biology to individual ethics. Steinbeck was honored in 1962 with the Nobel Prize in Literature. He regarded East of Eden as the accumulation of his career. Steinbeck died of heart disease in New York on November 20, 1968.   Ã‚  Ã‚  Ã‚  Ã‚  In addition to East of Eden, Steinbeck produced many other novels and several volumes of short fiction in his early career. Most of Steinbeck’s novels and stories are set in the Salinas Valley in California where he spent most of his life. Steinbeck won the Pulitzer Prize for his novel, Grapes of Wrath which makes him best known. According to John Timmerman, †Grapes of Wrath studies the problems migrant workers encountered while traveling from Oklahoma to California.† (1) Steinbeck wrote eighteen books through his life span. Some of his novels included Of Mice and Men, Cannery Row, Tortilla Flat, The Moon is Down, The Red Pony, and many others. Of Mice and Men gained Steinbeck national recognition. Saint Katy the Virgin, Nothing So Monstrous, The Long Valley, How Edith McGillcuddy, and The Crapshooter are Steinbeck’s volumes of short stories. East Of Eden :: essays research papers East of Eden   Ã‚  Ã‚  Ã‚  Ã‚  Some of the most aspiring and influential authors show to be American novelists. American novelists brought about a new style of writing, which became very popular. John Steinbeck shows this style of writing in his novel, East of Eden. This makes Steinbeck one of the most significant American novelists in the twentieth century. East of Eden contains many parts, which add detail and interest to the novel. Many of Steinbeck’s novels and other works remain and continue to be nationally acclaimed. Many elements exist in East of Eden that bring about the meaning and concept of the novel. The study of John Steinbeck and his book, East of Eden, will help the reader better understand the element of fiction and interpret the meaning of the work.   Ã‚  Ã‚  Ã‚  Ã‚  John Steinbeck was born on February 27, 1902 in Salinas, California. Between 1919 and 1925 Steinbeck was acknowledged as a special student at Stanford University. According to Peter Lisac, â€Å"Variously employed as a had-carrier, fruit-picker, apprentice printer, laboratory assistant, caretaker, surveyor, reporter, writer, and foreign correspondent let him acquire knowledge in many areas.† (1) Even in his youth, Steinbeck developed a love of the natural world and diverse cultures. Steinbeck produced two children from his second wife, Elaine Scott. The early 1930’s became a struggle for Steinbeck, both in his Long 2 attempts to improve his writing and his day-to-day existence. Yet, in the 1940’s he turned his main interest from sociology and biology to individual ethics. Steinbeck was honored in 1962 with the Nobel Prize in Literature. He regarded East of Eden as the accumulation of his career. Steinbeck died of heart disease in New York on November 20, 1968.   Ã‚  Ã‚  Ã‚  Ã‚  In addition to East of Eden, Steinbeck produced many other novels and several volumes of short fiction in his early career. Most of Steinbeck’s novels and stories are set in the Salinas Valley in California where he spent most of his life. Steinbeck won the Pulitzer Prize for his novel, Grapes of Wrath which makes him best known. According to John Timmerman, †Grapes of Wrath studies the problems migrant workers encountered while traveling from Oklahoma to California.† (1) Steinbeck wrote eighteen books through his life span. Some of his novels included Of Mice and Men, Cannery Row, Tortilla Flat, The Moon is Down, The Red Pony, and many others. Of Mice and Men gained Steinbeck national recognition. Saint Katy the Virgin, Nothing So Monstrous, The Long Valley, How Edith McGillcuddy, and The Crapshooter are Steinbeck’s volumes of short stories.

The House on Mango Street Writing Project

Male/Female gender roles (Minerva, Sally, Rafaela, Mamacita, Linoleum Roses) The House on Mango Street Writing Project The book called House on Mango street is about a little girl that grows up in a poor naeberhood that is full of crime and violence. I think that having a male gender in the place they lived would have coused a different life steil for the family. They probley would have had a little less things to worry about with a boy instead of a girl. But if they had a girl they would be able to go places without being hereased about not being in a gang or something like that. I would much rather be a boy If I lived there than a girl. I would like be a boy because I would be able to protect my self if and harm came my way. I would be able to stand up for my family and be able to say weather or not I would like someone doing that or not. I would also be able to stand up and say what is right and what is wrong. I would be able to go and stand up for what is right and not have to live in little houses. There are some advandtaves to being a girl where they lived. Some of those advantaves would be the house cook. There are some more advantages like getting there GED and going to college. So they can get a good job and soport there family. They would get to gether so they can rebeald the place they lived in. So the kids there would have much beter homes that they had growing up. She would also buy the kids there a bank account so they can get started to saveing some money to go to college like she did.

Pompeii: Tales from the Eruption Essay

The Museum of Fine Arts Houston had an art exhibition entitled â€Å"Pompeii: Tales from the Eruption†. There are almost 500 artifacts and cast of the remnants of dying people that were showcased. It also included a documentary film about the discovery of these artifacts and footage of the fierce eruption of Mt Vesuvius. The artifacts presented are tools of trade, jewelries, like necklaces and bracelets, murals and paintings, marble statues, and mosaics. One of the jewelries displayed is the golden snake bracelet. It is designed with a two headed snake biting the rims of the circle with an engraved figure of a lady, it maybe a goddess worshiped at the time. The helmet of the gladiators is also displayed. Gladiators are like wrestling superstars we idolized today, they are brave fighters who kill one another for freedom. They are the pitiful warriors used as an entertainment by the emperors and the people. There are also statues like the Statuette of Mercury which is made form gold and silver. Mercury is wearing a golden hat and a golden bag hanged over his neck. He carried a staff with wings and snakes, it is like the medical symbol, caduceus. And beside him is a cock with a golden collar. On the other hand, the Head of an Amazon is made from marble in mid-1st century AD. It was founded at the Villa of the Papyri in Herculaneum, the city beside Pompeii, this is one of the best Roman copies of a type of Amazon of the Classical period. One of the amazing artifacts is the Triclinium A founded in . It is a mural of the god of music, Apollo, playing his lyre with his two muses on his side, Euterpe and Cleo. Apollo wears his cloak over his shoulders, he carried his lyre on his left arm and his head was adorned by laurel leaves. The mural is a fresco brightly colored in red, which was once displayed in a dining room. In connection with the dining room, is the silver Kantharos. It is a wine cup embellished with olives. In Roman beliefs, olives and wine are symbols of wealth. It can be predicted that these objects are used as status symbol by the rich citizens of the old city.   The Mosaic with Gorgon, House of the Centenary, Pompeii, is a floor mosaic from glass and stone tiles. It was designed and intricately arranged with different figures in the upper and lower portions. At the center inside a circle is the face of the gorgon Medusa, in Roman culture gorgon is an ugly creature. Medusa as we commonly know is a women cursed with snakes in her head. It is believed that anyone who looked into her eyes turned into stone. That is why; the floor mosaic at that time is used to ward off evil spirits and intruders alike. These objects provided a glimpse of the culture and lifestyle of the people of Pompeii. As the artifacts suggest, inhabitants of Pompeii are elegant people, they are the type that loves entertainment and jewelries like the ones we see in epic movies about Rome. These golden bracelets, statues and murals we see today were once flaunted by the gorgeous people of the old city. It reminded me of the rich city before it was devastated by the gruesome lavas that burst out from Mt Vesuvius. The eruption of the gory volcano was painted by Pierre-Jacques Volaire in 1777. The oil painting depicts the violent upsurge of molten lava from the mouth of Mt Vesuvuis. The lava is like a monster engulfing everything that comes his way living or non-living. There are people crossing the bridge, scurrying and running helplessly to save their lives and over the sky hanged the black clouds. The painting looked alive to me. I felt like I was there, struggling among the throngs of wallowing children and shrieking men and women.   It felt like the 911 incident although it does not relate from nature but the catastrophic event and the devastation. The eruption of the volcano in Pompeii was experience by the people; my experience in the 911 incident is only through media coverage. However, it still felt achingly the same. There are other depressing objects showcased in the museum. The plaster cast of a mother and her child that was found on the same house where the golden bracelet was discovered was totally heartbreaking. I can almost feel the terror the mother would have felt and how she fervently prays for God to save her daughter. There are more remnants of people found, in the large Palaestra and the Via Stabiana. The picture of the cast from the staircase of the House of Fabius Rufus showed how desperately people tried to escape from the wrath of the volcano yet they were ferociously burnt by the sea of molten lava. If I were caught in that deadly situation, I would probably feel as if the world was coming to an end as described by all religious denominations. I would have been praying so hard for God to come and rescue me, although I could imagine, at that time all you can hear were the terrifying screams and cries from all the inhabitants running for their lives over the thundering rage of the volcano. And although it happened years ago, I still felt sorry for them, I hope that their soul will find peace someday. My visit at the museum is an experience that will never be forgotten. It arose a state of awareness in me that made me realized how tragic life could be, I remembered the different tragedies that had walk and distraught the different life forms in earth; hurricane Katrina, World War 1 and 2, the tsunami in Indonesia, and the 911 incident. It made me feel angry and anxious because I know when this disasters occur we cannot do anything about it but I am thankful and happy because after all those catastrophes we have move on, we are still continuing to live our life until the end. All these mixed emotions overwhelmed me as I watch all the objects presented in the museum. It has been a sensible learning experience that relates the world today and the city that once live gloriously, the city of Pompeii. Works Cited Focus work of Art: The Eruption of Mt Vesuvuis. North Carolina Museum of Art. 14 April 2008 < http://www.ncartmuseum.org/artnc/object.php?themeid=1&objectid=1>. Houston, Museum of Fine Arts â€Å"Pompeii. Tales from an Eruption. 2 Mar 2008. Eosarte.eu. 14 April 2008 . Pompeii: Tales from an Eruption. The Museum of Fine Arts, Houston. 14 April 2008