Essay on Jason vs Odysseus - 937 Words

Artful VS Artless Both famous heroes from antiquity, Jason and Odysseus have much in common and just as much not. It has been said that The Voyage of the Argo, written centuries past The Odyssey, is an imitation or some form of plagiarism of the primary epic poem of ancient Greece. I like the other train of thought; it is more an acknowledgement or tip of the hat, so to speak, specifically to The Odyssey. Both tales center on a hero and a fantastic voyage. Jason was less the virtuous demi-God we see in Odysseus. At first glance, he appeared an unlikely hero. Not so Odysseus, who embarked on what, should have been a short journey home following the fall of Troy, but became an epic journey with many obstacles and delays along the way.†¦show more content†¦Aeetes was used to getting visitors who had come for the fleece, and had devised a test for quickly getting rid of them. He had a standing challenge to give up the fleece to anyone who could tame two fire-breathing bulls and then use them to plow a field with dragons teeth. Jason was stumped by how to pass this quest and was saved at the last moment by Aeetes own daughter Medea, who gave him a potion of wild herbs that would protect him from the fiery breath of the bulls. With the help, Jason easily tamed the bulls, and began to sow the field, but noticed that where he had put the teeth, soldiers were springing up from the ground. Jason hid from them, most cowardly, but then came up with a plan for getting rid of them. He picked up a huge stone and threw it into the middle of the mass of soldiers, killing one. A quarrel immediately started amongst the soldiers over who had thrown the rock, and a fight broke out, killing all but a few, whom Jason was able to easily overcome. With the help of Medea, Jason was able to steal the fleece from its guardian, a dragon, by putting it to sleep, and escape from Colchis. Jasons trip home, however, took much longer than the way from home, as he was blown off course and had to ove rcome many obstacles to reach his home. Does this sound familiar? That sentence could be used to describe the first half of the Odyssey, only it was Odysseus voyaging and not Jason. These journeys are parallel, as they are seafaring tripsShow MoreRelatedThe Blood Of Olympus By Rick Riordan1125 Words   |  5 Pages The book I have read for my Outside Reading Book is The Blood of Olympus by Rick Riordan. This is the fifth and final book in The Heroes of Olympus series. This is the book where the final battle between the demigods and gods vs. the giants and Gaea the earth mother. Gaea was out take over he world and kill the mortals, banish the gods to Tartarus and extinct the demigod race. In the book the seven of the prophecy travel to the ancient lands of the gods: Greece. They must fufill the line of theRead MoreThe Gods vs. Man Essay1966 Words   |  8 PagesThe Gods vs. Man God. That one word has a lot of weight to it, doesnt it? It had even more significance to the Greeks. It was something they feared and respected. Throughout history men have always wanted to be like the gods. It is something that is seen over and over, mans universal struggle to be like the gods. Is it mans fault that he wants to be like the gods? Or is it the gods fault? The story Oedipus Rex by Sophocles shows that mans arrogance and fallibleRead MoreNores vs. Greek Essay5576 Words   |  23 PagesNores vs. Greek Greek mythology and Roman mythology are almost identical. This is an accepted fact, as it is widely known that the Romans stole the Greek myths. However, it is very interesting to note that the mythology of the Vikings (Norse) has many similarities with the Greek myths. These myths are, by no means, identical to the Greek ones (like the Roman ones are), but there are very distinct commonalities between the two. I see two possible reasons for this besides pure coincidence.

Evaluation Plan For Project Development And Implementation

An evaluation plan is one of the most critical elements of a project because it helps to measure the project’s success. In addition, the evaluation plan provides information that allows for adjustments/improvements during project development and implementation. According to Howlett, et. al., there are four types of evaluations (Benchmark Evaluation, Formative Evaluation, Summative Evaluation and Impact or Outcome Evaluation.) My organization has opted to utilize the Benchmark Evaluation type. Howlett, et. al., describes the Benchmark Evaluation as follows, â€Å"before you begin your work, you must document the current situation so that measurements taken during and after project implementation can be compared to the starting point.† (Baseline) (p.124) There are, however; some aspects of the other Evaluation types that can be beneficial. For example, the Formative Evaluation allows for collecting continuous feedback from participants in the program, which will enable the program to be revised, if needed. The Summative Evaluation allows for collecting data on the impact of a program after a year of operation in the community. Lastly, the Impact or Outcome Evaluation type evaluates what has changed with individuals, groups, the community and/or the knowledge base as a result of the project. The Benchmark Evaluation, which we have chosen as our primary evaluation tool, will provide data that can be used to assess the largerShow MoreRelatedQuality Assurance. Quality Assurance Approach. White Box1470 Words   |  6 Pagesand have knowledge of the functionality. In addition, during the iterative development the business analysts who have written the business use case are also involved in this white box testing when the component is fully implemented. This quality control process eventually leads to assurance of quality. 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Unilever Free Essays

The In practice structure was having too much reliant on primary sales and relations with trade and coverage was not extensive to deliver the desired results. A new distribution structure was needed. Ha launched a project which was named ‘FERREIRA’ (taken from the brand of car which symbolizes for outstanding performance with fastest speed, premium image). We will write a custom essay sample on Unilever or any similar topic only for you Order Now Hash’s Background Muscular Hal joined Milliner In 1983 In Its Research Department. Alumni of Boston university, Hal was fortunate to move into new assignments after every three to four years. Hash’s real success came as Marketing Manager and she was posted to the Headquarters in detergents coordination for East Asia Pacific and Africa/Middle East region. Her exposure of more than 30 countries improved her strategic thinking. Hash’s strength was her unwavering focus, determined attitude and high level of energy. On these strengths Ha was made chairman PULP In 2001 to add vitality to the untapped potential of Pakistan. Disposable Income In Pakistan economy was Increasing as political conditions Improved and economy showed vibrancy. Scenario at Milliner Pakistan PULP was going through post merger synergy after the acquisition of Polka and Orphan Best Foods (REF). Ha and her team with their vision started off by analyzing the industry and emerging markets. They found out that new Innovation levels were needed. Previously companies were able to achieve global leadership by acquisitions and concentration on core brands and categories. Also further cost cutting was not possible from global purchasing and growth cannot be fueled solely from centralized supply chain or information technology. This case was written by Zinnia Khan under the supervision of Mr.. Keelhaul Named, Faculty CB as the basis for class discussion rather to illustrate either effective or ineffective handling of an administrative issue. For confidentially reasons dates, figures some facts have been hypothesized but without distorting the learning on processes. The consumer industry in the emerging markets needed the local touch. The success formula required innovation in value creation and service levels. PULP with the help of Malaysia, Bangladesh and Brazil. They concluded that companies which lacked service levels could not achieve the success they had aimed at. Also only innovations in the service levels to the retailers and customers increased returns for the companies. Hence, the distribution model had to be redesigned and its structure was studied in four domains namely: 1 Geographic Distribution 2 Distributor Operations 3 Sales Hierarchy, and 4 Sales Monitoring System and Reporting. Company Background PULP formerly Lever Brothers Pakistan Limited was established in Pakistan in 1958. The town of Ihram Khan was the site chosen for setting up a vegetable oil factory. Milliner Pakistan is the largest FMC company in Pakistan as well as one of the largest multinationals operating in the country now operating with six factories located at different locations around the country. Its head office was shifted to Karachi from Ihram Khan in mid ass’s. Business Areas Restructuring and consolidating activities at Milliner includes the decision to sell or withdraw many brands and concentrate on those with the biggest potential. Restructuring created the following core business areas: 1 Home and Personal Care 2 Foods 3 Beverages 4 Ice Creams 5 Best Foods Meeting every day needs of nutrition, hygiene and personal care Milliner has the following distribution of share in its product portfolio: Home Care Personal care Ice cream Beverages Spreads Savory Dressing 26 16 8 11 100% 2 Mission Leading consumer Product Company in Pakistan, a multinational with deeps roots in the country. Attract and develop highly talented people to empower double digit growth Serve the everyday needs for foods, hygiene and beauty of all consumers Produce breakthrough innovation in brands and channel Managing responsive supply chain maximize value from suppliers to customers Exemplary through commitment to business ethics, safety, health, environment and involvement in the community Conventional System of Sales Distribution Conventional system of distribution of sales in the company was focused primarily awards urban market. The growing rural and suburban markets were being ignored in terms of needed attention to get improved results. Primary sales and quantitative achievements were the key objectives and accountability in the sales team. Geographic distribution Pakistan was divided into three regions namely, Karachi, Lahore city and Islamabad. Karachi region covered Karachi, Hydrated, few cities of Shins rural, Lower Punjab e. G. , Umlaut and Coastal belt and parts of Balloonists province. Karachi contributed 25% in the overall sales and 20% of the coverage was done by Karachi. Karachi region had 82 distributors to manage. Most distributors were sole distributors of Milliner and credit was given to these distributors. Lahore city covered Lahore and nearby towns. Lahore had the biggest potential in terms of sales. The population was concentrated and dense. Lahore had 34 distributors to manage. Islamabad region had a vast area to cover but had less potential as compared to Lahore. It covered Islamabad, NFW and northern cities of Punjab. It had 57 Sales Hierarchy Sales hierarchy consisted of Director CCD, National Sales Manager (NSA), three Regional Sales Managers, 20 Area Managers and 45 Field Managers. Field Managers used to report to their Area Managers. Field Managers looked after corporate business which means managing all categories. In the urban cities, Field Managers had only one distributor under its control. However, in the rural towns one Field Manager used to look after 13, 15 or even 22 distributors at one point in time. Field Manager’s responsibility was to verify distributor’s redistribution claims. Administrative and commercial documentation was heavy in his Job description. Even at times Field 3 How to cite Unilever, Papers

Practices In Diversity Management Customer -Myassignmenthelp.Com

Question: Discuss About The Practices In Diversity Management Customer? Answer: Introducation Hilton Hotel helps in facilitating the homely atmosphere that helps in inviting individuals in their hotel. The respective hotel provides air-conditioned and spacious rooms that help them in attracting large number of tourists in comparison to other hotels. Diversity management is the particular strategy that helps in diversity progress of the workplace. The on-going process unleashes the different talents along with capabilities to create an environment that is inclusive in nature (Schermerhorn et al., 2014). Diversity Management is the key factor in facilitating cultural exchange on a global level. There are different benefits of the diversity management in Hilton Hotel wherein diversity within a company makes the hotel in building stronger brand and this helped them in gaining proper reputation and brand. The diversity in the respective hotel helped them in increasing the creativity, this helps in solving the issues, and this helps in encouraging the development and growth. Positive aspects of diversity management in Hilton Hotel Hilton Hotel has different positive aspects of the diversity management that is applied by them in the hotel. They follow the equality act 2010 in an effective manner that helps them in maintaining equality in the workplace. They do not discriminate the employees in the workplace wherein they encourages personal growth and development in the workplace. The diversified Hilton hotel helps in creating customer loyalty to the respective company wherein it is a great advantage for the entire company (Guillaume et al., 2017). Hilton hotel helps in optimizing the ability of the hotel in such a manner that this will help in meeting the different requirements in the workplace. For instance- An employee who is part of specific region or culture who works in the restaurant and the specific business is conducted and is a great advantage for the entire hotel. This helped the respective hotel in building strong brand that brings the diverse talents together to deliver the better results in the entire competitive market. Negative aspects of diversity management in Hilton Hotel Furthermore, there are different negative aspects of the diversity accounting in Hilton Hotel are relating to the resistance of the employees who are opposing the higher management officials for including the change in the relationships in the workplace. Furthermore, there are communication barriers that are affecting the external and internal process of communication in the respective hotel (Harvey Allard 2015). The increased costs are other factor that is negative aspect of diversity management in Hilton hotel. There are different direct and indirect costs included in the management of the Hilton hotel that is incurring such costs (Barak, 2016). The employees in the workplace are not included during decision making relating to the managing decisions in the workplace. The higher officials in the respective Hilton hotel are not fair in treating employees in an effective manner. The fairness is not adopted by Hilton hotel and this is not a proper measure taken by them (Cascio, 2018). All the employees in the organization are important assets and they should be valued as they bring profits in the business operated by the company. Strategies to be implemented by the Hilton group to improve their diversity management skills the given section suggests certain recommendations that can be taken by the Hilton Group of Hotels to improve their diversity management: The managers of the organization need to make sure that they take active participation in the brainstorming sessions, which will take place regarding management of the employees in the organization. In the meetings, they need to make sure that the staff also contributes to the meetings and give their idea (Harvey Allard, 2015). As the topic is regarding the diversity of the staff, the staff will be in the best position to implement plans for the organization. Hence, it is the duty of the managers at Hilton, to make sure that there takes place enough brain storming sessions in order to ensure that the rights of all the employees are retained. Assessment of diversity-Hilton group needs to make sure that it continuously assesses the organization to find any remains or aspects where the diversity techniques are not being implemented carefully. If there exists any discrimination in any department of the organization, then that is a proof that the organization has not been implementing its duty towards the employees seriously. Continuous assessment shall enable the hotel to make sure that the loopholes are identified (Madera, 2013). The assessment will also help the company to understand their improvement areas and make their implementation plans more successful. Managing resistance- Very often the hotel must be facing problems from the various staff that have been in the organization since a long period. Those employees have a certain manner in which they work and they would not like it if anything were changed. Hence, they tend to oppose to the management`s decision. This resistance among the employees can be removed with the help of inclusion plans. During the formulation process, if all the employees are included and involved, the employees can foster an environment of unity and help in solving the challenges faced by the Hilton group with respect to diversity management. One of the most relevant strategies that can be undertaken by Hilton Group of hotels is to appoint a diverse range of leaders in the organization. Once, there exists diversity among the leaders in the organization, all the members of the organization will look up to them and will get to view them from a new point of view (Cole Salimath, 2013). Even the leaders can understand the diversity problems from a personal point of view and will be more successful in forming management plans with respect to diversity. Diversity training- Training has been extremely successful in changing the procedures adopted by the people. Hence, it will be beneficial for the organization to provide diversity training to the employees. All the employees at Hilton, need to be sensitive about one another and all cultures, races, genders and backgrounds should be equally treated and respect (Rice, 2015). Once they are provided with adequate training on diversity issues, they will become more tolerant towards one another. Once the employees understand this, the hotel chain will function in an efficient manner. References Barak, M. E. M. (2016).Managing diversity: Toward a globally inclusive workplace. Sage Publications. Cascio, W. (2018).Managing human resources. McGraw-Hill Education. Cole, B. M., Salimath, M. S. (2013). Diversity identity management: An organizational perspective.Journal of business ethics,116(1), 151-161. Guillaume, Y. R., Dawson, J. F., Otaye?Ebede, L., Woods, S. A., West, M. A. (2017). Harnessing demographic differences in organizations: What moderates the effects of workplace diversity?.Journal of Organizational Behavior,38(2), 276-303. Harvey, C. P., Allard, M. (2015).Understanding and managing diversity: Readings, cases, and exercises. Pearson. Harvey, C. P., Allard, M. (2015).Understanding and managing diversity: Readings, cases, and exercises. Pearson Madera, J. M. (2013). Best practices in diversity management in customer service organizations: an investigation of top companies cited by Diversity Inc.Cornell Hospitality Quarterly,54(2), 124-135 Rice, M. F. (2015).Diversity and public administration. ME Sharpe. Schermerhorn, J., Davidson, P., Poole, D., Woods, P., Simon, A., McBarron, E. (2014).Management: Foundations and Applications (2nd Asia-Pacific Edition). John Wiley Sons

Slavery in the Roman Empire

The Roman Empire had mixed complexities with ruthlessness and could suddenly heave from civilization, dictatorship, and extreme greed. Besides, it had different leaders who exercised their powers in unusual ways. Consequently, the unworthy empires abused their offices by infuriating their subjects. They employed several ways of ruling over the Roman Empire (Gordon 94).Advertising We will write a custom essay sample on Slavery in the Roman Empire specifically for you for only $16.05 $11/page Learn More For instance, the emperors established the top most social order in Rome where the less privileged especially the poor and the slaves were discriminated. As a result, the administration interfered with the social status of many citizens negatively (Duiker and Spielvogel 83). Actually, they rarely had freedom since others who felt that they were highly placed in the society could mock some of the subjects. Apparently, there were several conflicts and anxious ness among the citizens within the Roman community. Certainly, this was because of the social classes that were in place between different groups of people. The elite were the rich people, and majority of the population that comprised of the common farmers, artisans, and merchants known as the plebeians occupied the low status (85). Slavery in the Ancient Roman Empire was highly abusive and degrading. Joining the likes of Ancient Greece and Egypt, Rome practiced slavery that was not based on race. The empire had captured sailors, prisoners of war, and pirates who could be mistreated, branded and whipped. The harsh treatment is evident in the manner in which their owners possessed them as properties, and could sell or kill them at will, with no punishment for human right’s violation. Even though the concept of slavery was wholly accepted within the empire, Seneca, a poet and philosopher, held that slaves, just like other humans, should be given fair treatment. The empire pract iced manumission in which slaves could either buy their freedom or get outright release from their masters (Gordon 95). Such slaves were accorded fewer rights since the manumission was informal. However, slaves who were freed formally had to go to the magistrate, and were given rights to become full citizens of Rome, but could not hold public offices. On the other hand, their off springs had full rights of citizenship. So orchestrated was the slavery aspect within this society that even after full freedom, former slaves could not overcome the slavery stigma.Advertising Looking for essay on ancient history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since the Roman population was incredibly sensitive about the social status of every individual, it was made up of various groups and domestic slaves, which were the fundamental groups in the society. In fact, the less advantaged had no right to influence the decisions made by other people con sidered great in the society and, subsequently, the older citizens sold most young citizens into slavery. Worst of all, some were even killed especially those who attempted to oppose the actions by the elders and the most respected people in the society (105). On the other hand, this form of inequality resulted into a governance structure where there was a shared advantage among the citizens. For instance, most of the rich showed a lot of respect to those whom they employed; they could go with them to the social places and business forums. The Roman Empire preferred slave labor to any other job. Consequently, most people who were arrested and detained during the war became slaves in the Empire. Most bosses exploited the slaves, as they worked in large agricultural firms and were beaten up ruthlessly. Besides, Greek slaves were in high demand because most of them were professionals. Businesspersons also employed them as shop assistants and artisans. However, most slaves from other re gions were household workers who could cook and take care of gardens (Gibbon 202). As a result of the exploitation, there was an episodic slave revolts revolutions which was founded to help them come out of the bondage . The movement was led by Thracian Gladiator Spartacus; he succeeded in overpowering most of the Romans. Nonetheless, the Roman government later killed him. Even though most of the girls in some well-to-do families went to primary schools to where they received basic education, they were forced into early marriage at their teens. This culture led largely to discrimination on women. Definitely, they had no voice in the community and they could not question any move by men (Duiker and Spielvogel 95). Further, most men viewed them as children and even the law required the males to be their advocates. They could not even own property or even attend any function presided over by men. The Roman law considered slaves as personal properties that owners could possess, mistreat , and dispossess at will. With poor living and working conditions, slaves contributed to the growth of the Ancient Rome’s economy. There are several reasons for the fall of the empire. Some of the combined dramatic events that led to the fall of Rome include political incompetence, invasion by the Visigoths and Huns tribes from central and northern Europe respectively, corruption, inflation and military overreach (Gordon 99). Historians have suggested that the infighting within the army coupled with the infiltration of Germanic tribesmen into the ranks diluted and weaken the once powerful force. Moreover, the extraneous expenses by the military in defending the borders of the empire from barbarian attacks drained the government.Advertising We will write a custom essay sample on Slavery in the Roman Empire specifically for you for only $16.05 $11/page Learn More With such overspending in the military, the government could not provide vital service s, such as public housing and maintain quality roads (Gibbon 245). Frustrations set in among the Romans and they went on to lose the need to fight for the interests of the empire. Sensing lose of desire to defend the Empire, the government hired soldiers from foreign nations and unemployed city mobs. The new crops in the army were not only unreliable, but also expensive to maintain, thus pushed up inflation. The increase in prices of essential commodities that began after the reign of Marcus Aurelius arose due to less gold to mint coins, as the Romans were spending them to pay for luxury items. The coins lost value due to the reduction in the number of gold, thus forcing merchants to increase the prices of their products. Wealthy men carried out large-scale farming in large estates, latifundia, and used slaves as the source of labor (Duiker and Spielvogel 100). The large-scale aspect made it difficult for citizen farmers to compete with the low prices. Consequently, they abandoned f arming and moved to cities with unemployed people. Evidently, unemployment among the working class became rife in the Roman Empire; it went on to cause instability in the operations of the empire. Nevertheless, the Roman Empire later failed due to inadequate support from a section of citizens who were disappointed by the manner it carried out its duties. Evidently, the subjects of Justinian were the most affected group. The Empire experienced poverty; this was after the monks took over Europe and Asia (Gibbon 240). Acts of oppression are evident in the fall of the Roman Empires. Works Cited Duiker, William J., and Jackson J. Spielvogel. The Essential World History. 7th ed. Belmont, Calif.: Wadsworth;, 2013. Print. Gibbon, Edward. â€Å"The History of the Decline and Fall of the Roman Empire.† International Journal Political Thought 140 (1977): 200-250. Print. Gordon, William D. â€Å"The Nationality of Slaves under the Early Roman Empire.† Journal of Roman Studies 14 ( 1924): 93-111. Print.Advertising Looking for essay on ancient history? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on Slavery in the Roman Empire was written and submitted by user Libby Le 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.

Adventures Of Huckleberry Finn Essays - English-language Films

Adventures Of Huckleberry Finn Essays - English-language Films Adventures of Huckleberry Finn All children have a special place, whether chosen by a conscious decision or not this is a place where one can go to sort their thoughts. Nature can often provide comfort by providing a nurturing surrounding where a child is forced to look within and choices can be made untainted by society. Mark Twain once said "Don't let school get in the way of your education." Twain states that this education which is provided by society, can actually hinder human growth and maturity. Although a formal education shouldn't be completely shunned, perhaps true life experience, in society and nature, are a key part of development. In the novel Adventures of Huckleberry Finn, Mark Twain throws the curious yet innocent mind of Huck Finn out into a very hypocritical, judgmental, and hostile world, yet Huck has one escapethe Mississippi River constantly flowing nearby. Here nature is presented as a thought provoking environment when experienced alone. The river is quiet and peaceful place where Huck can revert to examine any predicament he might find himself in: "They went off, and I got aboard the raft, feeling bad and low?Then I thought a minute, and says to myself, hold on,- s'pose you'd a done right and give Jim up; would you felt better than you do now? No, says I, I'd feel bad?" (p.127). Only a few weeks with Jim and still feeling great ambivalence, Huck returns to the river to think. Twain tries here to tell the reader how strong the "mob" really is, and only when totally alone is Huck able to make the morally correct decision. The natural flowing and calm of the river cause this deep-thought, show! ing how unnatural the collective thought of a society can be. The largest and most obvious test of Huck's character is his relationship with Jim. The friendship and assistance which he gives to Jim go completely against all that "sivilization" has taught him; at first this concept troubles Huck and causes him a great deal of pain, but over time, through his life experiences and shared times with Jim, Huck crosses the line upheld by the racist South and comes to know Jim as a human being. Huck is at a point in his life where opinions are formed, and by growing on the river, Huck can stand back from society and form his own. Eventually he goes as far as to risk his life for Jim:"And got to thinking of our trip down the river; and I see Jim before me, all the time, in the day, and in the night-time, sometimes moonlight, sometimes storms, and we a floating along, talking, and singing, and laughing. But somehow I couldn't see no places to harden me against him, but only the other kind?I studied a minute sort of holding my breath, and then I s! ays to myself: 'All right, then, I'll go to hell'?" (pp.270-271). After a long and thought-provoking adventure, Huck returns to the raft one final time to decide the fate of his friend. Symbolically, Huck makes the morally correct decision away from all others, thinking on the river. Although it might not be evident to himself, Huck causes the reader to see that "sivilization", in their treatment of blacks especially, is not civilized at all. Every person Huck and Jim come across seems to just be following someone else blindly, as the whole country were some sort of mob. In the last few chapters, Tom Sawyer is re-introduced and the reader is left to examine how different environments: "sivilization" and nature (the river), have affected the children's growth. It is distinctly evident that Huck has turned out to be the one with a clear and intelligent mind, and Tom, although he can regurgitate worthless facts about Louis XVI and Henry VIII, shows no real sign of maturity. "The first time I catched up to Tom, private, I asked him what was his idea, time of the evasion?- what it was he planned to do if the evasion worked out all right and he managed to set a nigger free that was already free before? And he said, what he had planned in his head, from the start, if we got

Behaviour management assignment

Behaviour management assignment INTRODUCTION Background information on the child The little boy in question (known as Greg Booker from here on – to protect his real identity) is 3 and three and quarter years old. He has attended nursery since the age of 3 and a half. Greg came for two pre visits to the nursery and both times it was observed that he did not want to leave mum’s lap and was unwilling to access the activities available, nor was he encouraged too by mum. In a group or class situation he is quiet and shy and does not like to talk to his peers and you can see he feels awkward around them. He has made little attempt to make friends within the group, selecting only one other child that he likes to stand with. Greg has made firm attachments to all the adults within the setting and will happily talk freely to them. (1)†Yet there is another group of children in our midst whose behaviour should be just as much a cause of concern to us, a group whose needs are different but just as important , and who are apt to get lost in the noise and confusion of modern life. They are the quiet children, the painfully shy, the withdrawn, the anxious, the friendless – the ‘invisible children’ (Makins, 1997). but when he feels comfortable with an adult he is confident to talk to them clearly and concisely. Background information of the family Greg lives with mum and dad and has one older sister they live within a nuclear family environment. All grandparents and aunts and uncles live in Scotland. Greg’s older sister attends the school attached to the nursery, she never attended nursery but upon entering the reception class took a very long time to settle (6 months to be precise – information obtained from reception class teachers). Mum realised that by not letting his sister attend the nursery setting was a mistake and freely admitted that she did not want the same for her son. Observed behaviour of parent and child on entering the setting When mum dro ps Greg of at nursery, she will come into the setting pick him up and kiss and cuddle the child excessively before leaving, however he is not distressed when mum leaves although Greg was distressed on his first day at nursery and then did not cry from day two at the setting. Mummy has always told Greg that he is her baby and she will often say in his presence, â€Å"you are my baby, I don’t want him to grow up and I’m going to be lonely when he goes up to reception class†. Other parents have commented that when Greg is invited to birthday parties, mum will stay and Greg will remain seated on mummy’s knee for the duration of the birthday party, whilst other children are confident to stay by themselves. Mum recently approached me to say that she was organising a party for Greg’s fourth birthday, but when mum asked him for the names of the children he wanted to invite, he said he only wanted to invite two of the children from the setting.

Defining Marketing Paper Essay Example | Topics and Well Written Essays - 1000 words

Defining Marketing Paper - Essay Example However, with the little background that I gained, I have learned that marketing encompasses a wide array of activities aside from selling products and services. In fact, marketing is a lot more complicated than it seems. It starts at determining the needs of customers and creating a product together with the proper strategies to bring it to them. Now, my definition of marketing is the satisfaction of customer needs through the provision of products and services at a profit. The definition of marketing varies from organization to organization. The Chartered Institute of Marketing (CIM 2007) defined marketing as the â€Å"management process responsible for identifying, anticipating, and satisfying customer requirements profitably.† This is a very broad definition of marketing. It highlights three important aspects that marketing accomplishes. First, it recognizes the purpose of business organizations to design products which satisfy customer requirements. Marketing does not just involve offering any goods and services but business organizations should strive to offer those which offer customer value. Second, it stresses the aim of business organizations to generate profit from its operations. Thus, the definition of CIM involves assessing the marketing strategy which will be mutually beneficial for customers and companies. Business organizations as this definition implies are profit maximizing entities. Lastly, this definition highlight that marke ting is not just about providing the current needs by â€Å"anticipating† the future requirements of the markets. In summary, the CIM’s definition of marketing balances the satisfaction of customer and profit maximizing goal of business organizations. According to the American Marketing Association (AMA 2007), â€Å"marketing is the process of planning and executing the conception, pricing, promotion, and distribution of ideas, goods, and services to

Rousseau, Marx and the Critique of Classical Liberalism Essay

Rousseau, Marx and the Critique of Classical Liberalism - Essay Example Rousseau on the other hand, emphasizes on democratic political interdependence and economic self-sufficiency whereby all human beings are free and also tries to explain the origin of inequalities and how to resolve them. Just like Rousseau, Marx hates inequalities hence much of his work is criticism of the capitalist state and goes beyond political democracy to emancipation of the human race. The paper will discuss Rousseau and Marx approaches to critique of classical liberalism. Classical liberalism puts emphasis on securing the freedom of individual by limiting the power of the state and this freedom is referred as liberty. In this case, ownership of private property is encouraged and protected by the law and exchange of the property with a willing buyer is voluntary. It also advocates for the need to separate the church from the state hence freedom of religion and also free trade. This is in the belief that people have inalienable rights to life, liberty and pursuit of happiness a nd the role of the state is to safeguard these rights (Fremont-Barnes, 225). It is also based on the idea that people aim at maximizing pleasure and minimizing pain and that people engage in labor voluntarily to get a reward or due to fear of hunger. Much emphasis is placed on the individual since the society is a sum of individual members thus discourages formation of unions or group associations (Epstein, 1-12). Contrary to classical liberalism which emphasizes negative freedom whereby others should refrain from interfering with other’s rights, Rousseau views freedom as positive whereby individuals are enabled to realize higher goods. On the discourse on the origin and basis of inequality (1755), Rousseau acknowledges the existence of primitive societies who lived under the natural state and directed to act by their passions and desire. Under the natural state, all men are equal and inequality is brought about by men through civilization (Rousseau 1987, 26). Each society me mber has a task to perform and no one is forced to share tasks with others and the sovereign and the people have same interests. Contrary to classical liberalism, under this democratic government no one is above the law and if a government proves not fit for the society, the society has the right to overthrow it and form a new government. Such was the case with the French revolution which led to overthrow of the monarch. The government envisioned by Rousseau is a direct and not representative democracy where the people are sovereign with a general will and legislative power with the government being distinct from the sovereign (Rousseau 2008, 25). The government neither engages in conquest of its neighbors since it is self-sufficient nor expects to be conquered but instead it expects the neighbors to be of assistance in time of need hence political interdependence (Rousseau 1987, 27). On his second discourse, Rousseau points out two types of inequalities; natural inequality such as age, health and bodily strength; Moral or political inequality which is consented by men such as being more powerful, richer and more honored. He argues that the development of inequalities was as a result of evolution from natural to moral inequality. The formation of language was important in the evolution as it enabled the ideas to be spread widely otherwise in the state of nature, any

Understanding the affordable care act Essay Example for Free

Understanding the affordable care act Essay Understanding the Patient Protection and Affordable Care Act(PPACA or ACA) can be difficult but it is not as confusing as it may seem. This paper will highlight some of the provisions that have already been implemented and will discuss how it affects me, healthcare workers, and the citizens of Arkansas. There are two provisions I will discuss that went into effect on January 1, 2011. One is known as the Medical-Loss Ratio(MLR) and the other is a policy focused on Bringing down healthcare premiums. The MLR policy will put an end to insurance companies being able to raise rates without explaining their actions, or justifying the reason for their high premiums. The policy aims to bring transparency to the healthcare rate changes by requiring â€Å"that all insurers seeking rate increases of 10% or more in the individual or small group market publicly disclose the proposed increases and the justification for them†. (Insurance Rate Increases, Posted: December 21, 2010, para. 4) These proposed increases will be analyzed further by the affected state before approval to determine if they are in fact reasonable. The ACA provides funding to states in order to strengthen or create rate review processes and consumers will be provided with detailed information on proposed increases from their insurance provider. The other significant policy made effective at the same time is one that will bring down the cost of insurance premiums. Under this provision, insurers must spend 80% (for individual or small group insurers) or 85% (for large group insurers) of premium dollars on health costs and claims, leaving only 20% or 15% respectively for adminis trative costs and profits. If an insurer fails to meet this requirement, there is no penalty, but a rebate must be issued to the policy holder. (Key Features of the ACA, n.d.) This affects me by protecting me from unreasonable rate increases. As I get older, I make more frequent visits to a healthcare provider for both acute and chronic illness. The costs add up quickly and with a limited source of income, anything that I can save helps greatly. A common feeling among insurance holders is that we are paying for something that we never use so the idea of a rebate for overpayment of premiums will be welcomed by all. There is one provision that became effective on September 23, 2010 that was a relief to my family in a time of despair. My mother underwent many procedures and surgeries in the last few years of her life and we were concerned about limits on annual or lifetime coverage placed on her by the insurance company. Under the law, insurance companies are prohibited from imposing lifetime dollar limits on essential benefits, and their use of annual dollar limits on the amount of insurance coverage a patient may receive will be restricted. Her medical bills were significant, but we never had to worry about her coverage expiring. The American Nurses Association has fighting for health care reform for many years. By doing so, the ANA is promoting our core value of patient advocacy. We have been taught that we should represent our patients’ best interests in regards to healthcare at all times. So supporting measures that will allow for more affordable healthcare, is what nurses should do. The ANA has been working to ensure that RNs are â€Å"fully included as leaders and eligible health care providers in new, patient-centered, team-based models of care, and accountable care organizations. ANA continues to urge federal agencies to include advanced practice registered nurses as primary care providers, and for nurse-managed clinics to qualify as essential community providers.† (Still The Law, August 2012, para. 7) Arkansas has put much effort into forming our Health Insurance Benefits Exchange, called the Arkansas Health Connector. It is a program through which our more than 500,000 uninsured Arkansas can shop for affordable health insurance. The plans are required to offer 10 essen tial services. Some of which include prescription drugs, emergency and hospital care, doctor visits, maternity and mental health services, rehabilitation and lab services. â€Å"The Arkansas insurance Department(AID) has been awarded a one year, $1 million planning grant from the United States Department of Health and Human Services (DHHS) Center for Consumer Information and Insurance Oversight CCIIO) to assist with studying options for development of the best possible Insurance Exchange for Arkansans.† (Planning for HBE, n.d., para. 2) This Arkansas Health Connector makes it easier for uninsured individuals to shop for comparable and affordable health plans. The requirements placed on these plans are also greatly needed in order to provide complete healthcare and prevent future healthcare related costs. The only cons that I will mention are that not enough people know about the availability of this program and that if people do not already know, they will found out rather abruptly when they are assessed a $95 penalty on their filed income tax return. The ACA  outlines plans to reduce episodic based care and increase population(community) base d care. The idea is to provide a higher value of healthcare instead of volume, while reducing readmissions for nosocomial infections, preventable diseases, or complications from chronic conditions and illnesses. By implementing community based programs to promote healthcare, we can reduce healthcare costs and help patients live healthier lives with reducing the risks of significant and recurring medical problems as well as their associated costs. Regardless of arguments against the ACA, the most important aspect is that it helps Americans to become and remain healthier people. It teaches our next generation to value healthcare, and to take an active role in being healthier adults. The ACA will affect me professionally as well as personally. Another provision of the ACA provides for the increase of payments for rural healthcare providers. The majority of communities who are most in need of higher quality and more affordable healthcare, are located in the rural areas of our country. These communities often have trouble attracting and retaining medical professionals. My wife is also a nursing student, and we live in a rural area, so we plan to take advantage of these incentives to provide a hig her standard of healthcare to those in need. A similar provision worth mentioning calls for the rebuilding of the primary care workforce. In order to strengthen the availability and quality of healthcare, there has been increased funding for scholarships and loan repayments for primary care physicians and nurses working in underserved areas, as well as tax free student loan payments for these health professionals. (Key Features of the ACA, n.d.) Again this affects my wife and I directly through scholarship opportunities and reduced financial burden after we graduate. Also affecting me is the increase in the number of patients seeking healthcare due to more people have health insurance. This will increase the demand for both registered and advanced practice nurses in episodic based care as well as in the community. Our role as an educator will be more important than ever when teaching patients who have never had affordable health care. There are many arguments against this legislation, but as an aspiring nurse, I have yet to fin d one that suggests ACA is not the best option we have for making a healthier future for America. References Affordable care act is still the law. (August 2012). Retrieved from http://www.theamericannurse.org/index.php/2012/08/06/affordable-care-act-is-still-the-law/ Key features of the affordable care act by year. (n.d.). Retrieved from http://www.hhs.gov/healthcare/facts/timeline/timeline-text.html#2010 Planning for the arkansas health benefits exchange. (n.d.). Retrieved from http://hbe.arkansas.gov/Planning.pdf Shining a light on health insurance rate increases. (Posted: December 21, 2010). Retrieved from https://www.cms.gov/CCIIO/Resources/Fact-Sheets-and-FAQs/ratereview.html

Hedda Gabler Essay -- essays research papers

Hedda Gabler   Ã‚  Ã‚  Ã‚  Ã‚   Hedda Gabler is a more modern tragic figure. Like Job, she has gone through pain and suffering. Just as many of the Greek tragic figures and Job confront their Gods, Hedda Gabler confronts the controlling forces in her life. She needs control and in order for her to gain control over her life she commits suicide and does it beautifully to fulfill her romantic quest. It is implied, though never clearly stated, that Hedda grew up without a female influence. Her father who was a General raised her around guns. She was socialized to be more violent than lady-like. Hedda, as all women in her time, was restricted by society. She married Tesman because that was expected of her. She had no way of surviving on her own. She had courted Lovborg before meeting Tesman. She called herself a coward because she denied Lovborg and gave in to the influence of society. When she lost Lovborg, she loss purpose, and meaning and that created her boredom. Page 2 Her marriage to Tesman was not what she wanted for herself. She wanted much more. Hedda did not want the restraints put on her by society. She thought she could live through Tesman. To Hedda, he was boring and too caught up in his work she wanted him to join politics because that was what she wanted to do but was forbidden because she was a woman. He was not rich enough to do so and that destroyed her dream. Hedda would not settle for living homebound. Hedda was Lovborg's inspiration in one ...

Lactose Tolerance

Lactose is the most important carbohydrate in milk. It cannot be absorbed in the intestine, but needs to be split in two molecules by the enzyme lactase. In newborns the (very rare) absence of the enzyme is lethal unless special food can be provided. Until fairly recently it was considered normal by Western medicine that in older children and adults the activity of lactase was maintained. We now know that this is the rule among west Europeans and their descendants in other countries. In many other populations the continuation of lactase excretion in older children and adults is virtually absent, leading to lactose intolerance (Dobzhansky et al., 1997). Lactose intolerance is manifested by diarrhea, abdominal pain, and flatulence after consumption of, let us say, half a liter of cow's milk (Braly, 1992). This holds for many East Asian groups, Melanesians, Native Americans and for most Africans. Groups of nomadic pastoralists in Africa, such as the Fulani, form a notable exception with high prevalence of lactose tolerance. In southern Europe and in certain regions of India intermediate values (from 30 percent to 70 percent) are found lactose tolerance, a biological, genetic adaptation that is commonly found in populations with a long history of dairying (www.vegsource.com). Populations with this genetic trait have the ability to digest lactose, a sugar found in milk. The intestinal enzyme lactase breaks down lactose into simpler sugars that can be absorbed and metabolized as a source of energy. Lactose also plays a part in the absorption of the calcium in milk. This is especially important when Vitamin D deficiency is present ( Durham 1991:226-228). Durham (1991) has pointed out that the full story is more complicated than was originally supposed, since it involves calcium as well as lactose absorption. Nevertheless, the result is the same. Today, between 70 and 100 per cent of human adults whose ancestors came from long-term dairy-farming areas are lactose-tolerant, whereas the great majority of those who stem from non-dairy-farming areas remain lactose-intolerant. This differentiation must have occurred within the last 10,000 years, and must have been induced by human phenotypes changing their own environments. When the body is functioning normally, lactase breaks down lactose into two simple sugars, glucose and galactose, which are used by the body. But when there is a lack of sufficient lactase, the unabsorbed lactose migrates to the colon, where it becomes fermented by intestinal bacteria and causes gastrointestinal problems. In most humans, lactase activity disappears after infancy. That is, they become more or less lactose intolerant after they are weaned. Although they may be able to drink a small glass of milk without much trouble, if they drink large amounts the undigested lactose gives them diarrhea, bloating, and gas. Even though they do not absorb the lactose in milk as an energy source, they may be able to make use of the protein, calcium, and fat in milk, if they drink small enough amounts to avoid distress and the nutritional losses incurred with diarrhea. Alternately, cultural adaptations such as making cheese or yogurt reduce the lactose content. Presumably, the reason lactose intolerance occurs early in life has to do with the process of weaning. Some children are genetically programmed to stop being able to handle milk once they pass the age of breastfeeding. Although there is no perfect correlation the relationship between lactose tolerance in adults and animal husbandry is striking. Two explanations have been suggested, one cultural, and the other referring to physical qualities of the environment (Flatz & Rotthauwe, 1977). In the cultural explanation it is postulated that the consumption of milk, because of its nutritional value in proteins, should give a selection advantage. Once there were a few individuals who can tolerate milk, this trait could slowly spread through the population over a large number of generations. The fact that there are cattle farming populations with a low frequency of tolerance weakens this hypothesis. In addition, when milk has fermented it is low in lactose content and is digestible in the absence of lactase in the consumer's intestinal tract. The second hypothesis postulates an advantage of lactose tolerance in areas with relatively little ultraviolet sunlight, such as northern Europe. Sunlight plays a role in the production of vitamin D which is needed for calcium metabolism. A too low level of vitamin D leads to rickets, a bone disease. It has been suggested that lactose is an alternative substance to vitamin D in the metabolism of calcium. Another version of this hypothesis bears on the direct absorption of vitamin D contained in milk and milk products. In practical terms, knowledge of lactose tolerance and intolerance is important when proposing food aid programs. Knowing that milk can cause digestive problems helps us understand why recipients of powdered milk as emergency aid have used the milk to whitewash their buildings and have even accused aid programs of being U.S. plots to poison them ( Lerner and Libby 1976:327). Health educators also need to be cautious about over-promoting milk products to ethnic groups, such as Asian Americans, who do not tolerate them well. In evolutionary terms, farming is quite recent on the human scene, and most of the adaptations to it have been cultural rather than genetic. Lactose tolerance is particularly interesting because it shows the coevolutionary interaction between biological and cultural adaptation to the farming way of life. References Attwood, Charles R. Calcium Without the Cow. Retrieved on January 29, 2006 Braly, James, M.D., and Torbet, Laura. (1992). Dr. Braly's Food Allergy and Nutrition Revolution. New Canaan, Conn.: Keats Publishing, Inc. Dobzhansky, T., Ayala, F. J., Stebbins, G. L., & Valentine, J. W. (1997). Evolution. San Francisco: Freeman. Durham, William H. (1991). Coevolution: Genes, Culture, and Human Diversity. Stanford, CA: Stanford University Press. Flatz, G., & Rotthauwe, H. W. (1977). The human lactase polymorphism: Physiology and genetics of lactose absorption and malabsorption. Progress in Medical Genetics, 2, 205–49. Lerner, Michael, and William J. Libby. (1976). Heredity, Evolution and Society. Second ed. San Francisco: W. H. Freeman. Â   Â  

Beowulf’s Defining Characteristic

Beowulf Essay Beowulf, like so many other heroes, is described as a great fghter and a man of tremendous strength. He has self-confidence bordering on insanity. He is willing to do whatever it takes to earn trust and protect his people. He chooses to fght Grendel, an invincible monster unarmed and unprotected because he is very confident in his own strength. Despite his many qualities that make him who he is, bravery is the defining characteristic of heroism in Beowulf.Beowulf has a strong desire to demonstrate his bravery to others. He travelled to the Land of the Danes in large part to prove his courage by destroying Grendel. Just as he was about to kill Grendel, he offered a prayer to God. After the battle, Beowulf knew that he did not kill Grendel alone. He says that God allowed him to kill the monster and gave him all of the credit. Beowulf then fearlessly goes to Grendel's mother's underground lair after she attacks the mead-hall Heorot to avenge his eath.Beowulf became ruler o f the Kingdom of the Geats. His first task as he ruler was protecting the Geats from a fearsome dragon. The dragon was angered because a servant stole an ornamented cup from him. Before engaging in his biggest battle thus far, he remains brave and confident. Beowulf remembered all of his past victories and knew he had to stay loyal to his people, no matter what the challenge was. Through Beowulf's bravery, strength, and loyalty, he earned the respect of many people.His actions resemble one of America's most important Political fgures, Martin Luther King, Jr. MLK and Beowulf both have the intentions freeing and protecting their people. Beowulf saved his people from giant, invincible monsters, while MLK saved his people from the monster of racism. The two of them showed an amazing amount of bravery while doing this. Although their hardships and battles were completely different from each other, their motives and intentions to save their people were nearly identical.

The Most Popular Macy’s Interview Questions

The Most Popular Macy’s Interview Questions So you have an interview at Macy’s, likely for a retail position. Regardless of exactly what your role would be in the corporation, the rules of interview preparation are fairly standard. The first thing you’ll want to do is ready yourself  to answer the  interview questions that might come your way. Below, we’ve compiled some of the most popular from Macy’s interviews in the past. Prepare answers to as many as possible and practice, practice, practice before the big day. 1. â€Å"Why do you want to work at Macy’s?†If you don’t have an answer to this, you’re sunk. Oh, and your answer definitely can’t be: â€Å"I just really need a job.† Do some research into the company and come up with one or two things you really value or respect. Use this question as an opportunity to show your passion for the job you’re interviewing for, and to show them your commitment to their brand.2. â€Å"Why should we hire you ?†Having thoroughly digested the job posting, you’ll be prepared to explain exactly why you are perfect for this job- and in the very terms they put forth in the listing. You could try and also sell yourself to them as the ideal Macy’s customer, and show that you are already aware of their customers’ needs, making you  an extremely effective potential salesperson.3. â€Å"Describe an ideal customer service interaction.†Really have an answer for this. If you want to work in retail- or do already- chances are you have experience and with a bit of thought can come up with an insightful, honest answer about how you personally view customer service ideals. Remember to emphasize closing your sales, keeping the customer happy, getting the customer to return, going the extra mile, etc.- all the usual things you know to be successful retail strategies.4. â€Å"What is your favorite thing about fashion?†This is your opportunity to show your interview er again that you share interests with the company and would be an asset to their team. Talk about what fashion means to you, then make sure to pivot to how Macy’s is an ideal in this respect.5. â€Å"How would you handle an upset customer?†You might get this question or a more specific version, involving a particular scenario. Have a general answer prepared, but also be ready on your feet in case your interviewer asks how you would handle a specific situation. If you have your ideals and policies firmly in mind, you should be fine.6. â€Å"How would you go about selling me a Macy’s credit card?†You’ve been asked at check-out, probably multiple times. How would you do it? Keep in mind you’ll be required to and you’ll likely be rated on your ability to do so- this is a priority of your potential boss. Put yourself in the customers’ shoes and think what strategy would work best on you!7. â€Å"Why do you want this job?†Thi s question might be another way of asking why you want to work at Macy’s. Or it could be more specific. Why do you want this job?  Go through the posting word for word and have an answer prepared as to why you are a particularly good fit for this particular position. Emphasize how you could be an asset to the company and you can’t go wrong.8. â€Å"Talk about a time you led a team.†If your position involves any leadership, expect this to come up. Have a good anecdote prepared for a successful leadership role you assumed. Explain the outcome, what you learned, and how you plan to do even better in your next opportunity.These questions are based on actual questions Macy’s interviewees have been asked. Remember that any variants on these are fair game, as well as more specific, scenario-based questions you could not necessarily anticipate. Do your homework, ready your spiel, and be prepared for anything. Sell yourself as passionate about what you do (and, of course, about Macy’s as a company), and you’ll do fine.

Intellectual Property for Entrepreneurial Business Venture Essay

Intellectual Property for Entrepreneurial Business Venture - Essay Example The related rights of copyright consist of the rights of performing artists for their performances, producers of phonograms, and those of broadcasters' programmes in either radio or television. The rights granted in all types of intellectual property are essentially negative. A patent refers to the exclusive right granted for an invention that either provides a novel means of doing, or a new technical solution to a problem. Patents provides protection for a limited period, generally 20 years. The protection granted to patent owners includes that another person cannot make commercial reproduction, use, distribution and sale of the invention without the consent of the patent owner. To enforce these rights, patent owners have to enforce it in court to prevent or enjoin patent infringement. Corollary to this, a court may declare a patent invalid when challenged. A patent owner is given the right to decide who can use the patented invention for the period granted in the patent and ahs the right to permit or license third parties to use, sell, distribute or market the invention. Upon expiration of a patent, the protection consequently ends, with the invention becoming a part of the public domain. The patent owner does not anymore have exclusive rights to the p atented invention and now available for commercial exploitation. To secure a patent, the first step is to file the application for patent that should contain the name or title of the invention and an indication of the technical field. The application must also state the background and description of the invention specific enough for an individual of average understanding in the field could subsequently use to reproduce the invention. The application must be accompanied by visual representations of the invention like diagrams, plans or drawings describe the invention better and must contain various "claims" or the necessary information that determines the extent of protection applied. To be patentable, the invention must satisfy the following conditions: (1) it must be of practical use; (2) it must be novel, that is, new characteristic in the field not yet known in the body of existing knowledge called "prior art"; (3) shows an inventive step not knowable by someone in the field with average knowledge; and (4) the invention must be accepted as "patentable" law. Hence, mathematical methods, scientific theories, discoveries of natural substances, commercial methods, plant or animal varieties, or methods for medical treatment are not patentable. A patent is usually granted by a national patent office or by a regional office for several countries. Under a regional application, applicant requests protection in several countries but each country decides on the application. The Patent Cooperation Treaty (PCT) provides for the system of filing a single international patent application with similar effect as national applications. An applicant files one application only. Thus, the joint business venture may file for patent application for the technology that combines the Osyter card's radio frequency identification (RFID) technology and the debit cards EFTPOS system together. A

The impact of online selling on small businesses Essay

The impact of online selling on small businesses - Essay Example This essay outlines the benefits and the costs from online retailing for small businesses that use online retailing and for those that do not use online retailing. It also outlines how online retailing would affect the financial management of an existing small business that chooses to move into online retailing. The benefits and costs from online retailing for small businesses that use online retailing Online retailing presents various benefits to small businesses that use it to offer their products and services. In online retailing, the cost of business operations is lower as compared to operating through physical stores. Dale (2010) explains that in online retailing, all only one retail facility is required for sales, shipment and customer services. This reduces the cost of running many retail stores. This mode of business operation involves inbound shipping of products to one location and this makes the cost of shipping lower compared to making shipments to many retail locations. In online retailing, it is easy to control the costs of staff. An example of this is that phone and e-mail support specialists handle all requests from customers. This eliminates the need for sales persons to be stationed at individual retail locations of a business. Online retailing leads to a reduction of time costs because all decision-making personnel are located in one place leading to a quick dissemination of new directives. Lesonsky (2009) states that online retailing leads to improved sales. This is because all the products of a company are housed in one place hence customers benefit from enhanced employee knowledge and stock selection. Improved sales also result from owning an open store that operates all days and all hours of the week. Unlike physical stores who need to attract customers through appealing merchandise displays and securing a prime location, online retailers just require the website. Nissanoff (2006) explains that this is their only interaction point with th eir customers and this helps to eliminate high rent rates charged at prime locations. Owning a physical retail entity is expensive compared to owning an online storefront that is backed by a warehouse that is well-organised for inventory purposes. This is also to say that online retailing presents lower capital requirements for start-ups. It is the desire of every business to gain a competitive advantage over its competitors and online retailing offers this chance. According to Kumar et al (2004), online retailing allows small businesses to capitalize on the differences between them and brick-and-mortar stores by developing efficient business operations that support online storefronts that are user-friendly. This creates a unique opportunity for success to e-retailers. Online retailing also makes it easy to achieve repeated business with customers because online business requires customers to fill in their names, contacts and address in order to purchase products. This creates chanc es for customer follow-ups and timely notification on new products, discounts, offers and promotions. In addition to the above, online retailing creates a chance for expanding the operations of small businesses into the global market. Despite the above benefits, there are some costs from online retailing for small businesses that use it. Unlike retailers with physical stores,

Law of Property Essay Example | Topics and Well Written Essays - 1500 words

Law of Property - Essay Example She has also noticed that an apple tree in the adjoining garden has branches overhanging her own garden. She wishes to know whether she can cut the branches and whether she is entitled to keep any apples either taken from the branch or which fall from it. A. You are a trainee in a firm of solicitors consulted by Esther. Your principal has asked you to research the relevant law and report to the principal (in 1,000 words) on what are the legal principles regarding Outside the word limit, give a bibliography of all books and databases used to carry out the research, and give a list of all cases that you consulted (whether or not actually used in Part A of your answer), with their references. In order to be able to advise Esther of her rights over the items that have been removed from the property, the branches and apples overhanging her property and the watch found in the grounds it is necessary to examine the law surrounding chattels and fixtures as well as the law regarding property ownership. In relation to the items removed by the previous owner the law regarding chattels and fixtures would be applicable1. According to the maxim of ‘quicquid plantaur solo, solo cedit2’ which translates to mean that whatever is attached to the soil becomes part of it this would mean that if the seller of a property removed plants from the garden he could be in breach of the contract. In Elitestone Ltd v Morris [1997]3 the House of Lords divided the category of fixtures into chattels that have become part and parcel of the land and other fixtures. If an item can be removed from the property without damaging the fabric of the property the court will generally regard such items as chattels4. In this particular case in relation to the carpets it is unlikely that the court would regard these as a fixture as removing them does not interfere with the fabric of the property. The bell might be regarded as a fixture

Thinking in Education Essay Example for Free

Thinking in Education Essay No one doubts, theoretically, the importance of fostering in school good habits of thinking. But apart from the fact that the acknowledgment is not so great in practice as in theory, there is not adequate theoretical recognition that all which the school can or need do for pupils, so far as their minds are concerned (that is, leaving out certain specialized muscular abilities), is to develop their ability to think. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling, writing, drawing, reciting); acquiring information (in history and geography), and training of thinking is a measure of the ineffective way in which we accomplish all three. Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought (See ante, p. 147). And skill obtained apart from thinking is not connected with any sense of the purposes for which it is to be used. It consequently leaves a man at the mercy of his routine habits and of the authoritative control of others, who know what they are about and who are not especially scrupulous as to their means of achievement. And information severed from thoughtful action is dead, a mind-crushing load. Since it simulates knowledge and thereby develops the poison of conceit, it is a most powerful obstacle to further growth in the grace of intelligence. The sole direct path to enduring improvement in the methods of instruction and learning consists in centering upon the conditions which exact, promote, and test thinking. Thinking is the method of intelligent learning, of learning that employs and rewards mind. We speak, legitimately enough, about the method of thinking, but the important thing to bear in mind about method is that thinking is method, the method of intelligent experience in the course which it takes. I. The initial stage of that developing experience which is called thinking is experience. This remark may sound like a silly truism. It ought to be one; but unfortunately it is not. On the contrary, thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. Experience is then thought to be confined to the senses and appetites; to a mere material world, while thinking proceeds from a higher faculty (of reason), and is occupied with spiritual or at least literary things. So, oftentimes, a sharp distinction is made between pure mathematics as a peculiarly fit subject matter of thought (since it has nothing to do with physical existences) and applied mathematics, which has utilitarian but not mental value. Speaking generally, the fundamental fallacy in methods of instruction lies in supposing that experience on the part of pupils may be assumed. What is here insisted upon is the necessity of an actual empirical situation as the initiating phase of thought. Experience is here taken as previously defined: trying to do something and having the thing perceptibly do something to one in return. The fallacy consists in supposing that we can begin with ready-made subject matter of arithmetic, or geography, or whatever, irrespective of some direct personal experience of a situation. Even the kindergarten and Montessori techniques are so anxious to get at intellectual distinctions, without waste of time, that they tend to ignore or reduce the immediate crude handling of the familiar material of experience, and to introduce pupils at once to material which expresses the intellectual distinctions which adults have made. But the first stage of contact with any new material, at whatever age of maturity, must inevitably be of the trial and error sort. An individual must actually try, in play or work, to do something with material in carrying out his own impulsive activity, and then note the interaction of his energy and that of the material employed. This is what happens when a child at first begins to build with blocks, and it is equally what happens when a scientific man in his laboratory begins to experiment with unfamiliar objects. Hence the first approach to any subject in school, if thought is to be aroused and not words acquired, should be as unscholastic as possible. To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school; the sort of occupations that interest and engage activity in ordinary life. And careful inspection of methods which are permanently successful in formal education, whether in arithmetic or learning to read, or studying geography, or learning physics or a foreign language, will reveal that they depend for their efficiency upon the fact that they go back to the type of the situation which causes reflection out of school in ordinary life. They give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results. That the situation should be of such a nature as to arouse thinking means of course that it should suggest something to do which is not either routine or capricioussomething, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response. An effective response means one which accomplishes a perceptible result, in distinction from a purely haphazard activity, where the consequences cannot be mentally connected with what is done. The most significant question which can be asked, accordingly, about any situation or experience proposed to induce learning is what quality of problem it involves. At first thought, it might seem as if usual school methods measured well up to the standard here set. The giving of problems, the putting of questions, the assigning of tasks, the magnifying of difficulties, is a large part of school work. But it is indispensable to discriminate between genuine and simulated or mock problems. The following questions may aid in making such discrimination. (a) Is there anything but a problem? Does the question naturally suggest itself within some situation or personal experience? Or is it an aloof thing, a problem only for the purposes of conveying instruction in some school topic? Is it the sort of trying that would arouse observation and engage experimentation outside of school? (b) Is it the pupils own problem, or is it the teachers or textbooks problem, made a problem for the pupil only because he cannot get the required mark or be promoted or win the teachers approval, unless he deals with it? Obviously, these two questions overlap. They are two ways of getting at the same point: Is the experience a personal thing of such a nature as inherently to stimulate and direct observation of the connections involved, and to lead to inference and its testing? Or is it imposed from without, and is the pupils problem simply to meet the external requirement? Such questions may give us pause in deciding upon the extent to which current practices are adapted to develop reflective habits. The physical equipment and arrangements of the average schoolroom are hostile to the existence of real situations of experience. What is there similar to the conditions of everyday life which will generate difficulties? Almost everything testifies to the great premium put upon listening, reading, and the reproduction of what is told and read. It is hardly possible to overstate the contrast between such conditions and the situations of active contact with things and persons in the home, on the playground, in fulfilling of ordinary responsibilities of life. Much of it is not even comparable with the questions which may arise in the mind of a boy or girl in conversing with others or in reading books outside of the school. No one has ever explained why children are so full of questions outside of the school (so that they pester grown-up persons if they get any encouragement), and the conspicuous absence of display of curiosity about the subject matter of school lessons. Reflection on this striking contrast will throw light upon the question of how far customary school conditions supply a context of experience in which problems naturally suggest themselves. No amount of improvement in the personal technique of the instructor will wholly remedy this state of things. There must be more actual material, more stuff, more appliances, and more opportunities for doing things, before the gap can be overcome. And where children are engaged in doing things and in discussing what arises in the course of their doing, it is found, even with comparatively indifferent modes of instruction, that childrens inquiries are spontaneous and numerous, and the proposals of solution advanced, varied, and ingenious. As a consequence of the absence of the materials and occupations which generate real problems, the pupils problems are not his; or, rather, they are his only as a pupil, not as a human being. Hence the lamentable waste in carrying over such expertness as is achieved in dealing with them to the affairs of life beyond the schoolroom. A pupil has a problem, but it is the problem of meeting the peculiar requirements set by the teacher. His problem becomes that of finding out what the teacher wants, what will satisfy the teacher in recitation and examination and outward deportment. Relationship to subject matter is no longer direct. The occasions and material of thought are not found in the arithmetic or the history or geography itself, but in skillfully adapting that material to the teachers requirements. The pupil studies, but unconsciously to himself the objects of his study are the conventions and standards of the school system and school authority, not the nominal studies. The thinking thus evoked is artificially one-sided at the best. At its worst, the problem of the pupil is not how to meet the requirements of school life, but how to seem to meet them or, how to come near enough to meeting them to slide along without an undue amount of friction. The type of judgment formed by these devices is not a desirable addition to character. If these statements give too highly colored a picture of usual school methods, the exaggeration may at least serve to illustrate the point: the need of active pursuits, involving the use of material to accomplish purposes, if there are to be situations which normally generate problems occasioning thoughtful inquiry. II. There must be data at command to supply the considerations required in dealing with the specific difficulty which has presented itself. Teachers following a developing method sometimes tell children to think things out for themselves as if they could spin them out of their own heads. The material of thinking is not thoughts, but actions, facts, events, and the relations of things. In other words, to think effectively one must have had, or now have, experiences which will furnish him resources for coping with the difficulty at hand. A difficulty is an indispensable stimulus to thinking, but not all difficulties call out thinking. Sometimes they overwhelm and submerge and discourage. The perplexing situation must be sufficiently like situations which have already been dealt with so that pupils will have some control of the meanings of handling it. A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring. In one sense, it is a matter of indifference by what psychological means the subject matter for reflection is provided. Memory, observation, reading, communication, are all avenues for supplying data. The relative proportion to be obtained from each is a matter of the specific features of the particular problem in hand. It is foolish to insist upon observation of objects presented to the senses if the student is so familiar with the objects that he could just as well recall the facts independently. It is possible to induce undue and crippling dependence upon sense-presentations. No one can carry around with him a museum of all the things whose properties will assist the conduct of thought. A well-trained mind is one that has a maximum of resources behind it, so to speak, and that is accustomed to go over its past experiences to see what they yield. On the other hand, a quality or relation of even a familiar object may previously have been passed over, and be just the fact that is helpful in dealing with the question. In this case direct observation is called for. The same principle applies to the use to be made of observation on one hand and of reading and telling on the other. Direct observation is naturally more vivid and vital. But it has its limitations; and in any case it is a necessary part of education that one should acquire the ability to supplement the narrowness of his immediately personal experiences by utilizing the experiences of others. Excessive reliance upon others for data (whether got from reading or listening) is to be depreciated. Most objectionable of all is the probability that others, the book or the teacher, will supply solutions ready-made, instead of giving material that the student has to adapt and apply to the question in hand for himself. There is no inconsistency in saying that in schools there is usually both too much and too little information supplied by others. The accumulation and acquisition of information for purposes of reproduction in recitation and examination is made too much of. Knowledge, in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more things. Frequently it is treated as an end itself, and then the goal becomes to heap it up and display it when called for. This static, cold-storage ideal of knowledge is inimical to educative development. It not only lets occasions for thinking go unused, but it swamps thinking. No one could construct a house on ground cluttered with miscellaneous junk. Pupils who have stored their minds with all kinds of material which they have never put to intellectual uses are sure to be hampered when they try to think. They have no practice in selecting what is appropriate, and no criterion to go by; everything is on the same dead static level. On the other hand, it is quite open to question whether, if information actually functioned in experience through use in application to the students own purposes, there would not be need of more varied resources in books, pictures, and talks than are usually at command. III. The correlate in thinking of facts, data, knowledge already acquired, is suggestions, inferences, conjectured meanings, suppositions, tentative explanations:ideas, in short. Careful observation and recollection determine what is given, what is already there, and hence assured. They cannot furnish what is lacking. They define, clarify, and locate the question; they cannot supply its answer. Projection, invention, ingenuity, devising come in for that purpose. The data arouse suggestions, and only by reference to the specific data can we pass upon the appropriateness of the suggestions. But the suggestions run beyond what is, as yet, actually given in experience. They forecast possible results, things to do, not facts (things already done). Inference is always an invasion of the unknown, a leap from the known. In this sense, a thought (what a thing suggests but is not as it is presented) is creative, an incursion into the novel. It involves some inventiveness. What is suggested must, indeed, be familiar in some context; the novelty, the inventive devising, clings to the new light in which it is seen, the different use to which it is put. When Newton thought of his theory of gravitation, the creative aspect of his thought was not found in its materials. They were familiar; many of them commonplaces sun, moon, planets, weight, distance, mass, square of numbers. These were not original ideas; they were established facts. His originality lay in the use to which these familiar acquaintances were put by introduction into an unfamiliar context. The same is true of every striking scientific discovery, every great invention, every admirable artistic production. Only silly folk identify creative originality with the extraordinary and fanciful; others recognize that its measure lies in putting everyday things to uses which had not occurred to others. The operation is novel, not the materials out of which it is constructed. The educational conclusion which follows is that all thinking is original in a projection of considerations which have not been previously apprehended. The child of three who discovers what can be done with blocks, or of six who finds out what he can make by putting five cents and five cents together, is really a discoverer, even though everybody else in the world knows it. There is a genuine increment of experience; not another item mechanically added on, but enrichment by a new quality. The charm which the spontaneity of little children has for sympathetic observers is due to perception of this intellectual originality. The joy which children themselves experience is the joy of intellectual constructiveness of creativeness, if the word may be used without misunderstanding. The educational moral I am chiefly concerned to draw is not, however, that teachers would find their own work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away what others pour into them; nor that it would be possible to give even children and youth the delights of personal intellectual productiveness true and important as are these things. It is that no thought, no idea, can possibly be conveyed as an idea from one person to another. When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. When the parent or teacher has provided the conditions which stimulate thinking and has taken a sympathetic attitude toward the activities of the learner by entering into a common or conjoint experience, all has been done which a second party can do to instigate learning. The rest lies with the one directly concerned. If he cannot devise his own solution (not of course in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with one hundred per cent accuracy. We can and do supply ready-made ideas by the thousand; we do not usually take much pains to see that the one learning engages in significant situations where his own activities generate, support, and clinch ideas that is, perceived meanings or connections. This does not mean that the teacher is to stand off and look on; the alternative to furnishing ready-made subject matter and listening to the accuracy with which it is reproduced is not quiescence, but participation, sharing, in an activity. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better. IV. Ideas, as we have seen, whether they be humble guesses or dignified theories, are anticipations of possible solutions. They are anticipations of some continuity or connection of an activity and a consequence which has not as yet shown itself. They are therefore tested by the operation of acting upon them. They are to guide and organize further observations, recollections, and experiments. They are intermediate in learning, not final. All educational reformers, as we have had occasion to remark, are given to attacking the passivity of traditional education. They have opposed pouring in from without, and absorbing like a sponge; they have attacked drilling in material as into hard and resisting rock. But it is not easy to secure conditions which will make the getting of an idea identical with having an experience which widens and makes more precise our contact with the environment. Activity, even self-activity, is too easily thought of as something merely mental, cooped up within the head, or finding expression only through the vocal organs. While the need of application of ideas gained in study is acknowledged by all the more successful methods of instruction, the exercises in application are sometimes treated as devices for fixing what has already been learned and for getting greater practical skill in its manipulation. These results are genuine and not to be despised. But practice in applying what has been gained in study ought primarily to have an intellectual quality. As we have already seen, thoughts just as thoughts are incomplete. At best they are tentative; they are suggestions, indications. They are standpoints and methods for dealing with situations of experience. Till they are applied in these situations they lack full point and reality. Only application tests them, and only testing confers full meaning and a sense of their reality. Short of use made of them, they tend to segregate into a peculiar world of their own. It may be seriously questioned whether the philosophies (to which reference has been made in section 2 of chapter X) which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves. However this may be, there can be no doubt that a peculiar artificiality attaches to much of what is learned in schools. It can hardly be said that many students consciously think of the subject matter as unreal; but it assuredly does not possess for them the kind of reality which the subject matter of their vital experiences possesses. They learn not to expect that sort of reality of it; they become habituated to treating it as having reality for the purposes of recitations, lessons, and examinations. That it should remain inert for the experiences of daily life is more or less a matter of course. The bad effects are twofold. Ordinary experience does not receive the enrichment which it should; it is not fertilized by school learning. And the attitudes which spring from getting used to and accepting half-understood and ill-digested material weaken vigor and efficiency of thought. If we have dwelt especially on the negative side, it is for the sake of suggesting positive measures adapted to the effectual development of thought. Where schools are equipped with laboratories, shops, and gardens, where dramatizations, plays, and games are freely used, opportunities exist for reproducing situations of life, and for acquiring and applying information and ideas in the carrying forward of progressive experiences. Ideas are not segregated, they do not form an isolated island. They animate and enrich the ordinary course of life. Information is vitalized by its function; by the place it occupies in direction of action. The phrase opportunities exist is used purposely. They may not be taken advantage of; it is possible to employ manual and constructive activities in a physical way, as means of getting just bodily skill; or they may be used almost exclusively for utilitarian, i.e., pecuniary, ends. But the disposition on the part of upholders of cultural education to assume that such activities are merely physical or professional in quality, is itself a product of the philosophies which isolate mind from direction of the course of experience and hence from action upon and with things. When the mental is regarded as a self-contained separate realm, a counterpart fate befalls bodily activity and movements. They are regarded as at the best mere external annexes to mind. They may be necessary for the satisfaction of bodily needs and the attainment of external decency and comfort, but they do not occupy a necessary place in mind nor enact an indispensable role in the completion of thought. Hence they have no place in a liberal educationi.e., one which is concerned with the interests of intelligence. If they come in at all, it is as a concession to the material needs of the masses. That they should be allowed to invade the education of the elite is unspeakable. This conclusion follows irresistibly from the isolated conception of mind, but by the same logic it disappears when we perceive what mind really is namely, the purposive and directive factor in the development of experience. While it is desirable that all educational institutions should be equipped so as to give students an opportunity for acquiring and testing ideas and information in active pursuits typifying important social situations, it will, doubtless, be a long time before all of them are thus furnished. But this state of affairs does not afford instructors an excuse for folding their hands and persisting in methods which segregate school knowledge. Every recitation in every subject gives an opportunity for establishing cross connections between the subject matter of the lesson and the wider and more direct experiences of everyday life. Classroom instruction falls into three kinds. The least desirable treats each lesson as an independent whole. It does not put upon the student the responsibility of finding points of contact between it and other lessons in the same subject, or other subjects of study. Wiser teachers see to it that the student is systematically led to utilize his earlier lessons to help understand the present one, and also to use the present to throw additional light upon what has already been acquired. Results are better, but school subject matter is still isolated. Save by accident, out-of-school experience is left in its crude and comparatively irreflective state. It is not subject to the refining and expanding influences of the more accurate and comprehensive material of direct instruction. The latter is not motivated and impregnated with a sense of reality by being intermingled with the realities of everyday life. The best type of teaching bears in mind the desirability of affecting this interconnection. It puts the student in the habitual attitude of finding points of contact and mutual bearings. Â  Summary Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation of experience that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.