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

Summary of The Kite Runner Research Paper Example

Summary of The Kite Runner Research Paper Example Summary of The Kite Runner Paper Summary of The Kite Runner Paper Essay Topic: The Kite Runner The Kite Runner by Khaled Hosseini tells a story about two boys, Amir, a Pashtun boy and a son of a wealthy business man and Hussan, a young Hazara boy that was his servant but more importantly his best friend. In their homeland of Kabul Afghanistan they face many challenges that test their friendship and loyalty to one another. Although Amir tries to put his memories of his cowardly actions of his childhood in the back of his head he can never escape it. Amir finally has the opportunity for redemption when Rahim calls him to come back to Kabul and says â€Å"There is a way to be good again.†(2) Rahim, Amir’s family friend tells him and makes him realize that he has the opportunity to redeem himself from when he was younger. He has that thought in his mind of how he can redeem himself for being a coward when he was younger and fill a void of helplessness. He is hesitant at first because he didn’t know that Hassan was actually his brother and that the boy he needs to rescue was Hassan’s son. To make up for his childhood, he sets out to rescue his nephew Sarab from the harsh hardships of the Taliban ran city of Kabul. Amir and Hassan share a strong bond of friendship and loyalty towards one another that it shapes them to who they will become as adults. Their childhood starts off in Amir house where â€Å"the poplar trees lines the redbrick driveway, which led to a part of wrought-iron gates. They in turn opened onto and extension of the driveway into my father’s estate. The house sat on the left of the brick path, the backyard at the end of it.† (4) this is where the two kids would spend most of their childhood playing and hanging out. Amir and his father had one of the nicest houses in Kubal because of the man that he was. Although Amir was Pashtun and Hassan was a Hazara and everyone looked at the Hazara people at inferior Amir didn’t see it like that because they were kids.

Analysis Of Frankenstein And The Metamorphosis Essay -- Franz Ka

In this essay I will analyze both Mary Shelley’s Frankenstein and Franz Kafka’s The Metamorphosis and how they use similar techniques of inquisitive questioning and unjust rejection throughout their stories in order to show how two strange â€Å"monstrosities† try to come into a culture. For instance, how seeing Gregor’s reaction to his sudden transformation, in metamorphosis, where instead of shock at how unreasonable it is, he simply remarks at the new tendencies the transformation has come with. We can better see the purpose on why Frankenstein’s monster was so obsessed with trying to integrate itself into human society. While these details at first glance might seem to be nuances of a much bigger picture they hold great importance to these characters and how they develop as the reader will see in the rest of the essay to come. To begin, let’s give a short description of Mary Shelly’s Frankenstein, Frankenstein is the story of a scientist named Victor Frankenstein who successfully managed to create an artificial lifeform, made of sewn together body parts, and known only as the monster. Although, he did succeed in creating life the monster he created only served to disgust him. He abandons his creation to its own devices and although the monster is a kind gentle soul, the repeated rejections by society and his creator only cause it pain and eventually it lashes out, first by murdering Victor’s brother, than his best friend, and finally his wife. The creature however finds no solace in any of this for even though he has gained his revenge he also destroyed the only connection to society he ever had. The creature leaves society and travels towards the north pole, where victor per sues to his de... ... middle of paper ... ...to the idea of Frankenstein’s monster as a societal outcast, and something we can see emphasized in Gregor’s character as he becomes more and more estranged by his family. The monster on multiple occasions attempts to learn and be a part of human society and culture whether it have been with gentle family he spies on in the forest, where he learns to read, write and speak from overhearing lessons from Felix to Agatha, or the time when he dived into the lake to save a girl from drowning. That despite the fact that he is rejected by society he still feels a need to be a part of it. Similar to how even though the removal of furniture from Gregor’s room would have increased the amount he had to move around with and made it easier to allow his new bug like habits. It would also have removed some connection to his family, and may even have lead to him forgetting who he is.

Assignment in Micro economics Essay Example | Topics and Well Written Essays - 750 words - 2

Assignment in Micro economics - Essay Example In micro economics, both individuals and firms make choices on how to use limited economic resources to meet their consumption and production factions respectively (Armstrong, Kervenoael and Read, 1998). Graph of relationship between the three situations above, Where MR=Marginal Revenue, AR=Average Revenue and MC=Marginal Cost. The output is represented by Q while price by P. A monopoly may want to reduce out put from Q1=17.5units to Q3=25units so that he can sell at a higher price P3=$35 (Asian Development Bank, 2002). However, economies of scale substitution may arise leading to a shift in marginal cost from MC1 to MC2 (Pirayoff, 2004).This shift may cause an increase in monopolist out put from Q1=17.5 Units to Q2=40 units. Leading to a decrease in price from a competitive price to a lower price P2=$30 despite the availability of a monopoly price =$35 (Brakman and Heijdra, 2004). (b)A gardener states that for only $1 in seeds, she has been able to grow over $20 produce-enormous profits. Do you agree or disagree with her/ explain. Yes I agree with her because if she was operating in a monopolistic competition, it is possible to earn enormous profits in the short run as shown in the diagram below (Garner and Short, K2009). Based on computations, it can be scrutinized that, a fraction of 50 Sam Adam bear: 50bowls of clam chowder will maximize Kerry’s Utility which occurs as a result of consumption between Pints of Adam Samuel bear and bowls of Legal Seafood’s famous clam cbowder (Frank, and Bernanke, 2003). Armstrong, H, De Kervenoael, R, Li, X, & Read, R 1998, A comparison of the economic performance of different micro-states, and between micro-states and.., World Development, 26, 4, p. 639, Academic Search Premier, EBSCOhost, viewed 4 December 2012. Garner, T, and Short, K 2009, Accounting for owner-occupied dwelling services: Aggregates and distributions, Journal Of Housing Economics, 18, 3, pp. 233-248, Academic Search Premier, EBSCOhost, viewed 4