Apple †Strategic Management Essay

Apple designs Macs, the best personal computers in the world, along with OS X, iLife, iWork and professional software. Apple leads the digital music revolution with its iPods and iTunes online store. Apple has reinvented the mobile phone with its revolutionary iPhone and App Store, and is defining the future of mobile media and computing devices with iPad. Vision Statement Apple ignited the personal computer revolution in the 1970s with the Apple II and reinvented the personal computer in the 19805 with the Macintosh. Apple is committed to bringing the best personal computing experience to students, educators, creative professionals, and consumers around the world through its innovative hardware, software, and Internet offerings. â€Å"Man is the creator of change in this world. As such he should be above systems and structures, and not subordinate to them.† Mission Statement Apple Computer is committed to protecting the environment, health and safety of our employees, customers and the global communities ‘where we operate. We recognize that by integrating sound environmental, health and safety management practices into all aspects of our business, we can offer technologically innovative products and services while conserving and enhancing resources for future generations. Apple strives for continuous improvement in our environmental, health and safety management systems and in the environmental quality of our products, processes and services. Objective The Company is committed to bringing the best user experience to its customers through its innovative hardware, software, peripherals, and services. The Company’s business strategy leverages its unique ability to design and develop its own operating systems, hardware, application software, and services to provide its customers new products and solutions with superior ease-of-use, seamless integration, and innovative design COMPETITION When it comes to Apple‘s competitors I believe ther e is no one. The innovation,development and the trendsetting technique that Apple has introduced in electronics worldcannot be matched with any of other companies. If you do not agree with me I would suggest you to search for Apple‘s competitors on Google or anywhere else but you will hardly find any original Apple‘s competitor. According to Tim Bajarin, Apple‘s competition is coming from the likes of Amazon, Google, Real Networks, and to some degree, Sony, because of their strong investment in content. But I do not agree with his viewpoint. Products like iPad,iPhone, iPod and services like iTunes and Apple stores have no competition at all and most importantly Apple is not a company that satisfies customer needs but it manufactures those products that become customers need

Homework At A Secondary School Education Essay

The purpose of this survey is to happen out the pupils attitude towards prep, particularly towards the English prep at a secondary school. The research was conducted in one of my categories. The participants are pupils are all in grade 7. In malice of larning in the same category, each member of this category has a different degree of English proficiency and has different motives in larning English. I do this research with a hope that after the research, I can derive some certain cognition and experiences in order to assist myself and my every bit good as my co-workers in taking the best manner of giving prep which will accomplish maximal engagement from pupils in carry throughing their prep.Introduction:Background Information:I am a instructor of English at Long Thanh secondary school – a secondary school in a distant inland in Kien Giang Province, Vietnam. I have four categories with an norm of 35 pupils per category. After old ages of instruction, I realized that there was a phenomenon happening twelvemonth after twelvemonth: during the first hebdomads of the semester, my pupils ‘ prep was fulfilled with high frequence than the ulterior hebdomads. After the first month of the school-year, I discovered the fact that a batch of pupils repeatedly neglected to make their prep and normally did ill on most of the trials. Then I reminded them many times ; I called to their house to speak to their parents about this job and told their form- instructor. Occasionally, my pupils would look with prep in manus, but most of the times they appear with merely alibis. Why? It may be at the beginning of the school-year, my pupils might hold less prep and prep possibly easy for them to make, or they merely wanted to delight their instructor. After some hebdomads, they had so much prep from other topics to make every bit good, or they must go to extra-classes, or they felt bored with their English prep. I was really at a loss. I wondered why my pupils did non make plenty English prep. I wanted to cognize more about my pupils ‘ attitudes towards the English prep. I wondered if my pupils did non understand something in the prep or the instructions of the prep were non clear plenty or the prep was excessively hard. What can I make to assist my pupils? After old ages of learning English in secondary school, I face the job that instructor ‘s function is to give prep, and a pupil ‘s function is non to make it! † Due to this fact, I wonder if we should halt giving prep in learning English to secondary pupils. The reply is perfectly â€Å" no. † No 1 can deny that prep is indispensable for scholars in deriving better cognition. It gives scholars chances in acquiring exposed to the new linguistic communication and helps them review their memory of the old learnt linguistic communication. When carry oning this research, I hope that this survey will cast visible radiation on giving prep. It can assist me happen out techniques to help pupils ‘ consciousness about the value of prep every bit good as promote them to carry through their day-to-day prep with more involvement.Background of learning English in Vietnam:In Vietnam, English is taught as a foreign linguistic communication and it is besides one of the compulsory topics at estate schools. Mr. Canh ( 2001 ) remarked that although Vietnamese English instructors presents have a positive attitude to communicative methods, they feel limited in the execution of communicative instruction in their English schoolrooms for several grounds. Communicative linguistic communication instruction is excessively hard in Vietnam, where the instructor ‘s degree of English is low, the categories are excessively big, edifices, furniture, and other agencies are basic, and merely low support can be provided for stuffs, libraries, and other consulting services. The new instruction attack requires new cognition and accomplishments. Teachers are frequently required to pass more clip on making the extra readying, but there are excessively many demands on instructors ‘ clip. Teachers seldom have entree to the input and resources of the mark linguistic communication at secondary schools. Not a individual secondary school in Vietnam has ELT resources and stuffs available to instructors. Normally, there are merely some types of instruction stuffs which are available to Vietnamese instructors. They are text editions, a few practical English grammar books, some instructors ‘ manuals, some cassette – participants and some lexicons ( normally, those lexicons are excessively old and non up to day of the month ) . Not merely do pupils seldom have a opportunity to take portion in meaningful acquiring in touch with native English talkers but besides instructors face the same job. With such a awful English linguistic communication input environment, how can Vietnamese instructors of English keep their English ability off from being fossilized? They themselves have jobs in acquiring in touch with aliens. As a consequence, most of Vietnamese instructors tend to utilize Grammar-Translation Method in learning English in secondary. Furthermore, Vietnamese instructors ‘ wont is reading and of the pupils is composing. Teachers normally combine Grammar-translation Method with the Audio-lingual Method in learning. They ever try all their best to cover everything from the text edition. Besides, they are disquieted about an â€Å" over- prepared lesson program † or â€Å" under – prepared lesson program † . In this instance, pupils merely listen to their instructors ‘ account and transcript everything that is taught.Literature ReviewMotivation in larning linguistic communications:Motivation is the key to success in making anything, particularly in larning linguistic communications. Secondary pupils, out of sight of their instructors, normally find it hard to hold self-awareness. Language research workers divided motive into two basic sorts: integrative motive and instrumental motive. Harmonizing to Crookes and Schmidt ( 1991 ) â€Å" integrative motive is the scholar ‘s orientation with respect to the end of larning a 2nd linguistic communication. It is characterized by scholar ‘s positive attitudes towards the mark linguistic communication group and the desire to incorporate into the mark linguistic communication community † . Hudson ( 2000 in Norris-Holt 2001 ) stated that â€Å" instrumental motive was the desire to obtain something practical or concrete from the survey of a 2nd linguistic communication † . That is the desire to acquire a better occupation or a publicity ; to go through an scrutiny ; and to read materialsaˆÂ ¦ Harmonizing to Reilly ( 1994 ) , motive is enhanced when larning ends are made clear and when undertakings are sequences and linked in ways that make sense to scholars. Nunan ( 1991 ) said that the good foreign linguistic communication scholar found ways of triping his or her linguistic communication out of category. Liu and Littlewood ( 1997 in Zhenhui 2001 ) pointed out that â€Å" traditionally the instruction of EFL in most East Asiatic states is dominated by teacher-centered, book-centered, grammar-translation method with an accent on rote memory. † These traditional English linguistic communication learning methods have resulted in a figure of typical manners. Most pupils receive cognition through their instructor ‘s conveying instead than they themselves discover it. Students receive cognition instead than construe it. They normally wait for rectification from the instructor throughout their acquisition procedure. What about the instructors? They tend to give everything to their pupils through what they pour on the chalkboard. The chief ground for this linguistic communication survey is a necessity for my pupils to derive accomplishment in scrutinies. Due to the fact that the scrutinies are structured, about all schools in Vietnam are forced to educate their pupils in such a mode that they can make the scrutiny every bit good as possible. These tests are strict trials which required pupils to hold cognition of both extended vocabulary and grammatical constructions in order to make these trials successfully.Why do we necessitate to give pupils homework? The positive and the negative effects of prep:Depending on what facet of the prep statement we are on, prep can hold both positive and negative effects on pupils.The positive effects of prep:Homework plays an of import function in learning linguistic communication to our kids. Goldstein and Zentall ( 1999 ) have stated as the followers: Homework is of import because it is the intersection between place and school. It serves as a window through which we can detect our kids ‘s instruction and show positive attitudes towards our kids and their instruction. For instructors and decision makers, prep is a cost effectual manner to supply extra direction in pattern. The most common intent of giving prep is to assist pupils rehearse what they have already learnt in category. Homework is besides used to reenforce acquisition every bit good as to assist pupils master specific accomplishments. Preparation prep is besides a measure of presenting stuffs which will be presented in the following lessons. There are 10 grounds for instructors to give prep to pupils. Teachers give prep in order to revise classwork, to consolidate and pattern classwork, to widen linguistic communication cognition, to derive farther accomplishments pattern, to fix for the following category, to complete off work started in category or to salvage category clip for more communicative activities, to let pupils to work at their ain gait, to let us to look into that pupils have understood what we have tried to learn, to name spreads in pupils ‘ cognition, and to get farther linguistic communication, manner, and so on, from extended accomplishments work. There are 4 grounds for non completing prep. Students frequently claim: â€Å" I had excessively much prep. † ; â€Å" It was tiring. † ; â€Å" I forgot. † ; or â€Å" I did n't understand how to make. † Cooper ( 2001 ) found one more positive academic consequence of prep: betterment of attitudes towards school. Giving prep benefits us, the instructors, every bit good. â€Å" Homework improves instructors ‘ ability to cover the course of study and acts as a sort of span between the last lesson and the following 1 † ( Weisenthal et al. , 1997 ) .The negative effects of prep:The Official US – Department of Education Website besides province that excessively much prep can do pupils experience bored. Puting excessively much prep can maintain pupils off from taking portion in free clip and fall ining community activities. Other negative consequence of prep is that it can take to unwanted character traits if it promotes rip offing, either through the copying of assignments or aid with prep that goes beyond tutoring.The sum and the nature of the prep undertakings:Cooper ( 2001 in Nelms 2008 ) recommends: That all pupils should be given prep but that it should be limited by a orderly expression: no more than ten proceedingss per dark multiplied by the pupil s grade degree. In other words, a 2nd grader should hold no more than 20 proceedingss of prep all together per dark ; a 12th grader, no more than 120 proceedingss, or two hr. Young kids should hold shorter and more frequent assignments because they have short spans of attending and demand to experience they have successfully completed a undertaking. To better the job of giving prep, there are some experiences from linguistic communication research workers. On the Official US Department of Education Website, they found that to assist pupils with clip direction, we should assist them set up a fit clip each twenty-four hours for making prep. Do non allow them go forth prep until merely before bedtime, most of them wait until the last minute. We should hold them make the difficult work foremost. We must learn pupils the manner they learn. ( Dunn and Dunn, 1978 ) . In short, it is the occupation of pedagogues to maximise the benefits of prep and minimise the â€Å" cost † .

Disability Services in College

Before the advent of the Rehabilitation Act of 1973 and the American Disabilities Act Title II in 1990, a young adult with either a mental or physical disability had a hard road ahead of them if they chose to continue their education after high school. Colleges typically were not set up for disabled students and could not accommodate special needs. When the special needs student lagged behind because of a specific disability, it was generally considered a shoulder-shrugging â€Å"oh well† sort of thing.Considering that nearly one out of every five people in the United States suffer from some type of disability that impairs his ability to accomplish the daily activities of life, it is somewhat of a sad statement on our society that these Acts were not implemented much earlier in our history. (Treloar 1999 p. 1). In any case, these Acts helped those students who perhaps had tried to hide their disabilities from fear of prejudice or rejection. Few college professors prior to 1973 had any exposure or experience with disabled students, and many of the disabled students were left feeling misunderstood and unable to complete their education.The first step in trying to make the college experience as positive for a disabled student as for a â€Å"normal† student was to attempt to change the public’s perception of the disabled. Typically media images of the disabled evoked sympathy, pity, or even horror from the public. This perception had to be changed in order to show that the disabled students were, at their core, just students trying to get an education. The focus had to be shifted from their disability to how to make their learning experience a positive one.  (Treloar 1999 p. 1).Federally funded colleges â€Å"cannot discriminate against or exclude a qualified person from programs or activities solely on the basis of his or her disability. A qualified student meets the technical and academic qualifications for participation in an educational program or activity. † (Treloar 1999 p. 2). Colleges are expected to make reasonable accommodations so that these otherwise qualified students have the same opportunity to participate as other students.Accommodations may include accessible locations, extended time for test-taking, substitution of nonessential courses for degree requirements, adaptive equipment or technology such as tape-recording classes, or other services such as the use of note takers or readers. (Treloar 1999 p. 3). Though the changes have likely seemed slow in coming to those they affect, the reality is that each year more strides are made to help those with disabilities receive the same college degree as their disability-free counterparts.Section 504 of the Rehabilitation Act of 1973 is a national law that protects qualified individuals from discrimination based on their disability. The critical word in that sentence is â€Å"qualified. † Individuals with disabilities are defined as persons with me ntal or physical impairments which substantially limits one or more major life activities. Major life activities include caring for oneself, walking, seeing, hearing, speaking, breathing, working, performing manual tasks and learning.(United 2006 p. 2).This law applies to any employers or organizations that receive financial assistance from any Federal department or agency, including the U. S. Department of Health and Human Services. Nearly all public and most private colleges are recipients of funds from the Federal Government, therefore fall under the ADA. Section 504 prohibits organizations from â€Å"excluding or denying individuals with disabilities an equal opportunity to receive program benefits and services. † (United 2006 p. 2).Therefore, if an individual is hindered in one or more of the above major life activities by a disability, they cannot be excluded from any federally funded organization or employer. The American Disabilities Act prohibits the denial of servic es or benefits on â€Å"specified discriminatory grounds. Just as a government office cannot refuse to issue food stamps or other benefits to an individual on the basis of his or her race, it cannot refuse to provide benefits solely because an individual has a disability. † (ADA 2005 p. 2).An example of this would be that a city could not refuse to admit an individual to a city council meeting that is open to the public merely because the individual is deaf. As related to college students, they cannot be denied participation in any class or activity which they are otherwise qualified for, and must be granted the considerations necessary to complete their education. For instance, a visually impaired student would need to be placed at the front of the class, and all possible accommodations made so that he was able to see what was necessary to complete the class.(ADA 2005 p. 3).Both of these Acts made substantial strides in many areas for those with disabilities, education being only one of them. Despite these strides, however, there are still areas in colleges that need significant improvement in order to fully meet the needs of the disabled students. In 1996 approximately six percent of students enrolled in postsecondary education had disabilities, with the majority of these reporting sensory loss (visual or hearing) or orthopedic conditions.  (Palmer 2000 p. 1).Despite the obvious nature of these disabilities, the actual number one reported problem from the students with disabilities is that there are â€Å"significant deficits in the knowledge of disability rights in a majority of universities and university personnel†¦and that the college students with disabilities need assistance in dealing with complex social interactions such as the request and negotiate demands in the accommodation situation† (Palmer 2000 p. 2).In other words, the problem is not lack of accommodations necessarily, but more that the students with disabilities lack the skills required to state their needs and negotiate the help they require. Another area in which students with disabilities need particular help lies in career guidance services. â€Å"The collegians with disabilities are in greater need of career guidance services than their nondisabled peers. Students with disabilities face attitudinal barriers including lowered expectations, delayed vocational development and unsatisfactory career development support services.† (Benshoff 1990 p. 2).It becomes clear that the Acts passed in the last three decades have been crucial in providing physical, concrete help for students with disabilities, yet the attitudes toward the disabled still exist, even though they may be cloaked in outward helpfulness. The disabled students feel they are severely lacking in career counseling as well as that they face barriers erected from others’ attitudes toward their disabilities. Learning disabilities are much less mentioned than physical disabili ties, yet recent years have shown a significant growth in students with learning issues.In 1998 over 35% of all freshman college students stated they had a learning disability, up from 24% in 1991. This creates a challenge to professors and colleges alike, because many professors prefer that â€Å"all students meet the same set of requirements within the same time period and are ill-prepared either to adapt their instruction to address the individual needs of students or to identify appropriate, fair and reasonable accommodations. † (Thomas 2000 p. 1).This remains an ongoing problem, and one with no easily identifiable answers. Many students, both â€Å"regular† and disabled, take web-based college classes which fit in with their busy lives and schedules better, in many cases, than the traditional classroom. While physical barriers are â€Å"obvious accessibility concerns confronting students with disabilities,† web page developers must be aware that online barr iers can also cause accessibility problems for disabled users. (Flowers 2000 p. 2).Web page developers need to be very aware of those users with disabilities and follow the standards set that allow more accessibility to students with disabilities. There are many new technologies which allow students to access information such as Braille output systems for the visually impaired, modified keyboards, screen enlargements and voice output utilities. Web developers can provide alternative ways to access information presented with â€Å"images, sounds, applets and scripts. † (Flowers 2000 p.3).Though we are a nation of internet users, the disabled student has special issues regarding the web that must be addressed. When all is said and done, it must be remembered that â€Å"positive classroom experiences in college are critical to successful inclusion of students with disabilities in the campus community. Faculty relationships are known to have a pivotal effect on whether at risk s tudents, like students with disabilities, are embraced in the college environment. † (Smith 2004 p. 1).Instructors need to be able to develop a safe atmosphere where all students can express their own life experiences and look at the differences between one another. In this type of an atmosphere all students can talk about the issues they find most relevant in their personal lives, leading to an atmosphere much more conducive to learning. Students with disabilities sometimes have difficulty absorbing the lectures by their professors, but if they feel like they are in an environment where they can safely express their concerns, the satisfaction level tends to go up significantly.In a study done at Baylor University, three of the issues disabled students felt to be most important to their success were: counseling which included an in-depth assessment of the student’s requirements and needs, caring people who offered a solid support system, and extra time on their tests. S tudy skills, time management and a solid sense of security in their environment were other issues these students felt were of great importance to their success. (Smith 2004 p.4).There are many groups who seek to help students with disabilities, such as the National Association of Blind Students, College and Career Programs for Deaf Students, and CHADD, a leading non-profit organization for both children and adult students with ADHD. One group, known as AHEAD or Association on Higher Education And Disability, is a group committed to â€Å"full participation of persons with disabilities in post secondary education. † (Smith 2004 p. 5).AHEAD values such things as diversity, personal growth and creativity in those with disabilities, while promoting leadership in this same group. AHEAD seeks to stay abreast of current issues regarding disabilities, education and accessibility for those with disabilities. Since 1977 AHEAD has excelled in delivering quality training to those with di sabilities and actively addresses disability issues on campuses. There are many challenges and issues facing disabled college students.Thanks to the ADA and the Rehabilitation Act, the actual physical challenges have lessened immensely for students and great strides have been made in accommodating physical disabilities in most all areas of classrooms, dorms, library, parking and cafeteria. More work needs to be done, however on the mental disability issue, as there tends to be more negativity and stigma attached to mental disabilities than physical, and colleges still have a ways to go to accommodate these students.

Google Company - People Management practices Research Paper

Google Company - People Management practices - Research Paper Example It mainly specializes in the internet engine and allied advertising services. It primarily operates in the U.S, U.K and other countries in the global scene. It is based in California and employs over 20, 000 people. The company is not only known for its innovation and prowess in technology but also for its special HR practices and culture. Its HR practice is known as ‘People Operation’ and it is based on value of the employee relationship and respect. This keeps the employees highly motivated and improves their efficiency and productivity. Approach to Employee Rewards and Motivation In the company’s workplace, employees are considered to be the most important asset. This is owing to the fact that employees perform basic tasks in the organization that are aimed at achieving the company’s goals and objectives. It is important for employees to perform their duties in a positive environment that motivates them to maintain an optimistic attitude that improves th eir productivity. Google takes employee rewards and motivation seriously and has established motivation and rewards practices. In addition to the competent hiring process, Google employs compensation practices to gain a competitive advantage over its rivals. Google’s reward and compensation system is pay for performance based (Great Place to work, 2009). This means that the employees are motivated to deliver quality output so as to get a higher pay. Additionally, the company’s stock option organization ensures that employees get rewarded for the company’s equity linked growth. It was surprising that all the workers requested for a wage reduction in the year 2005 to 2006. These benefits and rewards help the company to recruit employees and motivate them towards achieving the goals and objectives. The employees take part in a wide range of extra curricula activities such as cycling, wine tasting and travelling which keeps them highly motivated and have the desired to work in the company throughout their lives. The company was ranked as the best workplace in the U.S by Fortune magazine in 2009 (Datamonitor, 2009). The company’s goal is to provide rewards and do away with all the obstacles that get in the way of their duties and responsibilities. Some of the rewards include top class dining facilities, laundry rooms, gyms, massage rooms, carwashes, dry cleaning and commuting services. The company believes in the provision of intrinsic and extrinsic rewards owing to the fact that employees are not motivated by monetary incentives alone. This explains the reason why the company has established a culture that highly rewards and motivates employees. One of the best ways of maintaining the company’s culture is by maintaining rewards. Together with its compensation and conventional extrinsic benefits including health and dental benefits, vacation packages, insurance, tuition reimbursement and flex spending accounts, the company also ha s unique benefits. These include an eighteen weeks maternity period at full pay. Additionally, parents get extra benefits during this period that make things easier. They are provided with an allowance to cater for the meals of the newborn and a back- up childcare plan. The company also contributes towards the legal expenses associated with child adoption. These are just some of the extrinsic rewards offered at Google. However, it is clear to note that people who work at the company are motivated by other reasons besides the rewards. They enjoy the freedom and

A Letter to Explain the Subtleties of Revelations Essay

A Letter to Explain the Subtleties of Revelations - Essay Example Probably the first thing that it is important to understand is that Revelations is grounded firmly in the time of its writing – that is, the first century after the death of Christ, and it can take on a completely new meaning when looked at under that light. Probably the first thing that it is important to understand is that Revelations is not at all unique, but rather part of a â€Å"literary tradition† of apocalyptic literature that was flourishing in the first century (Kirsch 38). This literary tradition was not just Christian, but also Jewish, and in fact expanded to many other groups, including â€Å"shamans† and other religious leaders (38). Many of these works take the form of visions granted by a divine being, said to show the end times and to warn people of the coming apocalypse, so in this way too is the Book of Revelations part of a broad tradition (103). But, I can imagine you saying, this is part of the bible, not just some raving of a Shaman. The fa ct remains, however, that there was a great amount of apocalyptic literature that was coming in and out of popularity during this era, and the decision of what would become canonical (or part of the Bible) and what would become apocryphal (not part of the Bible) would be made only centuries later and through an incredibly complex and fraught political process. So, in some ways, if you are worried about the end of the world as depicted in revelations, you also have to be worried about the end of the world depicted in a wide variety of other literature in this genre. So now that we have understood a little bit about the cultural and literary context that Revelations came from, it is important to delve into the historical realities that surrounded its creation, which have a palpable impact on one’s understanding of it once one is aware that the historical context exists. The first century after Christ’s death was an incredibly uproarious time religiously, and Christianity is in fact part of that uproar. During this time period there was widespread social unrest, especially in Judea, because of the relatively recent conquest of the area by the Roman Empire (45). This was simply the latest in a long line of conquests and enslavements that Jews (at this period Christians might be better understood as a sect of Judaism rather than as an independent religion) had suffered, which was made especially dire by the destruction of the Second Temple. These times of conquest and upheaval have always been accompanied by the emergence of apocalyptic literature (48), which serves several purposes. One is to provide hope and spirit to the people suffering – the end of the world necessarily means the prevailing of the righteous at the hands of the evil, which is an especially appealing idea to a downtrodden people. Another is to solidify the base of believers, whose beliefs might be weakened or who might be tempted to stray from the teachings of their religion based on the persecution that they suffer at the hands of the conquering force. So along with being part of line of literary traditions of apocalyptic literature, Revelations is also a fairly common response to political upheaval. One of the most commonly known prophesises in revelations, for instance, is the â€Å"mark† or â€Å"seal† of the devil (Revelations 13:16) that will become spread widely during the end

Citibank Case Analysis Essay Example | Topics and Well Written Essays - 1250 words

Citibank Case Analysis - Essay Example It will be therefore a wise decision on the part of Citibank to launch its Credit card business in the Asia-Pacific region with full force. Such an approach is required in the early 1990s because; i. Since the era of gloabalisation is just taking shape, therefore for an international bank like Citibank having years of experience, it will be easier to convince the customers in the neo-liberalised markets. ii. Since a number of local banks and American Express are already in the market place with their own cards, it will be easier for Citibank to take a leaf out of their experiences and adopt an approach which takes due precaution in avoiding early losses. iii. In order to compete with American Express, it will be a wise decision on the part of Citibank to make its presence felt before Amex leaves an indelible imprint in the minds of the credit card customers in these markets. iv. No doubt economies of Asia-Pacific nations are less developed than those of US and Europe, but the economic turnaround in countries like Indonesia, Thailand and Philippines after the slowdown shows the resilience of these nations in fighting back the adverse conditions. v. The real market lies where there are more people. ... This search will bring them to Asia Pacific. Therefore the marketing efforts of these companies will be promoting the usage of credit cards. Citibank has to be there at the scene of action to reap the benefits. vi. Citibank has two pairs of experienced hands in Rana Talwar and Pei Chia to devise strategies for the local populace in India and China respectively. vii. In fact when Jaitirth Rao, country manager for India, says that, "launching a credit card with little infrastructure has great potential to be a major headache down the road", he is in fact being realistic in his approach and desired that Citibank must take this business rather seriously in India. Citibank has an upscale base. Its mission in Asia-Pacific region was to be the most profitable and preeminent provider of a wide array of financial services to an increasingly affluent upper and middle-income market, and to reach the rapidly growing middle income households in this region. It has its presence in 15 countries in varying degrees. For the time being the bank will serve its purpose if it continues to work on its mission and position the credit card for the upper-income segment and the rapidly growing middle-income households. This way the bank will get ample patronage and time to consolidate its card operations. If it is able to gain enough customers in this segment thereafter it can go for the lower-middle-income or lower-income group. Citibank is already active in 15 countries in the Asia-Pacific region, mainly in the banking business. Its credit cards are in use in Australia and Hong-Kong. Malaysia too has a variety of credit card options ranging from American Express to the local banks. In order to set a priority for fresh launches, Citibank will have to make sure

Equivalence Essay Example | Topics and Well Written Essays - 750 words

Equivalence - Essay Example 2. The concept of "how", accompanies the concept of "why. The "how" something works is teaching the mechanical pieces of the lesson. This is often boring to the child and not very well received, but if combined with an insightful "why" lesson you will have a far simpler task ahead of you. Each child will process the information differently, so you may need to alternate the focus of lessons by using one period going over the how and another going over the why and supplementing with practice sheets. 3. Clarifying the term "Equivalent" and Finding A Common Demoninator: Perhaps the most crucial part of teaching equivalence in fractions is teaching the children how to find a common denominator. The term itself is intimidating, but the task is not impossible. The best way to teach children how to find a common denominator is to use manipulatives. The fact that Students' have misconstrued the equal sign is a topic that has been researched for more than thirty years (Weaver, 1971,1973). It might be beneficial to start off with discussing with the class what the term "equivalent" means to them. At least by doing so we can gage where our students are from a terminology standpoint. This would be beneficial if applied the terms numerator and denominator as well. Because we are dealing with rather large terms it helps to have visual aids. This is where the use of manipulatives comes in handy. Manipulatives are an essential teaching tool which allow children to learn visually. B. The Concept of Finding Equivalent Fractions Using Manipulatives. The problem with textbooks and workbooks is that often the children are distracted by the instructions and fail to use the visual aid. Children move from addition and subtraction (concepts that they have likely been using well before their formal education began on the topic) and are suddenly thrust into an area which is completely foreign. Cursory review of math text and exercise books reveals a great deal of "words" which I think are intimidating. Yes there are pretty pictures with bunnies, pies, balls and whatnot. Yet children still fail to become engaged. Why not turn the lesson into a visual demonstration that you and the children can enjoy Moreover, by watching the children actively participate, we as teachers are able to assess their true comprehension. This is the advantage of using manipulatives. Additionally, it is a wonderful way to insure complete class participation. C. Steps I would teach students in finding Equivalent fractions. I have found that children of all ages are very interested in detective work. There is a sense of power and self confidence that comes with solving a mystery. Television is replete with various shows that show crime scene investigations along with the science behind it. Moreover, both girls and boys seem to have an equal interest in the field. I would suggest to my students that we are CSI detectives. I would suggest that the first thing that we might want to do is to ID (identify) our fraction. Included with that identification would be all of the alias our fraction might use to evade our

The Life of Billy Sunday Essay Example | Topics and Well Written Essays - 1000 words

The Life of Billy Sunday - Essay Example Rather than stand stoically behind a pulpit, he would leap, dance and slide across the stage, then pick up his chair and spin it over his head. And instead of inviting people to come forward to receive Christ, he told them to 'hit the sawdust trail.'"1 William Ellis agrees and he adds, "Beyond question he is the most vigorous speaker on the public platform today. One editor estimates that he travels a mile over his platform in every sermon he delivers."2 Yet there was no sign in his early childhood or in his growing up years that he will be a great revivalist. Again W. Ellis writes, "His life was normal; no different from that of tens of thousand of other American boys. He himself was in no wise a phenomenon. He was possessed of no special abilities or inclinations. He came to his preaching gift only after years of experience in Christian work." There was no early sign of greatness. He was born William Ashley Sunday on November 19, 1862. His father died shortly after he was born. Two years later, his mother Jeni, remarried an alcoholic who gave up on the family after a few years. So, Billy and older brother Ed was sent to a soldier's orphanage that made Billy independent and stubborn. Years after he was known for his acrobatic preaching some would began to make the connection between his playing days and present ministry. Ellis remarked, "A level head, a quick eye, and a body which is such a finely trained instrument that it can meet all drafts upon it, is part of Sunday's inheritance from his life on the baseball diamond."3 His life was moving on the fast lane until he was invited to join a church service. At the height of his career as a professional baseball player he gave his life to the Lord.4 In 1885 through the famous Pacific Garden Mission he became passionate for the Lord. Some would say that he joined because of the beautiful Helen "Nell" Thompson who would later become his wife. Others, would tell it differently, that Billy met Nell after his conversion but chose to become a member of the Presbyterian Church because of her. Ministry He chose to serve the Lord rather than to continue playing baseball. But he was not able to let go of his first love that easily. Soon after the announcement that he was released by his former club, many invitations came to join a new club with a lot of cash incentives. He finally turned them all down. Billy was no overnight success as a mass evangelist. He had to work hard on his craft and had his start teaching at the local YMCA. Yet his extensive training came at the hands of J. Wilbur Chapman, a traveling Presbyterian evangelist. Success When Chapman retired, Billy felt called to continue his mentor's work as an itinerant preacher. Not long after newspaper reporters began saying that he was attracting large groups of people. Elijah P. Brown recalls, "The religious interest is becoming deeper every day.5 People cannot stay away. As a result, the name of God is being

World Trade Organization Essay Example | Topics and Well Written Essays - 500 words

World Trade Organization - Essay Example As an business community organization, its main focus is set upon creating a uniform set of trade rules between nations that will ensure a smooth, efficient, trustworthy, and assured business transaction among member nations. As an advocate of free and global trade, WTO gives consumers the opportunity to have a greater market for demand and choice of various products as imported from various nation suppliers. The end result, as the organization envisions it, is supposed to be a more balanced, prosperous, peaceful, and accountable economic world. Balance and accountability in the economic world... That statement carries a tremendous weight in the WTO. As such, the organization also functions as a dispute settler among its member countries in relation to their trade agreements. To quote: Trade friction is channelled into the WTO's dispute settlement process where the focus is on interpreting agreements and commitments, and how to ensure that countries' trade policies conform with them.

Cross cultural language differences Assignment Example | Topics and Well Written Essays - 1000 words

Cross cultural language differences - Assignment Example It is the aim of this essay to assess the types of curricular and related activities that can be used to increase awareness of cross-cultural language differences among teachers and among children. In the American schooling system, the percentage of white teachers is by a large degree greater than that of teachers from ethnic minorities. In most cases, this leads to less interaction among teachers from diverse ethnic backgrounds. However, in urban schools, the interaction between these teachers becomes increasingly common, attributable to the multiculturalism of urban areas. Sometimes, the teachers may not know how to treat their colleagues who are from different cultural groups and who speak different languages. As a way of bridging the cultural differences, teachers should use some aspects of the curriculum to familiarize themselves with different cultures. For example, teachers can hold discussions amongst themselves and review how different their histories are, while also acknowl edging the similarities in their cultures. Teachers with ability to speak multiple languages should also act as bridges and translate information for their colleagues. Teachers may also engage in other activities such as giving each other cultural souvenirs to facilitate cultural awareness and interaction. Once teachers are able to exist harmoniously with each other despite their cultural and language differences, it then becomes easier to teach learners who speak different languages and who have different cultural origins. The curriculum should be one of the tools used to promote cultural and lingual differences among learners. A good curriculum is one which emphasizes on the benefits of cultural diversity and teaches learners to embrace their cultural and language differences. For example, the curriculum should ensure that learners are taught different histories, languages and cultures. This type of education teaches learners to respect each other’s culture and shun racism and discrimination. According to Hill the classroom should be treated like a public place, where slurry comments should not be entertained lest such comments end up hurting an individual’s pride and identity (201). As Hill states, it is the responsibility of a censurer to ensure that speakers do not make racist or culturally offensive statements all in the name of â€Å"light talk† (203). In the school setting, this role of censorship should be taken up by the teacher. By treating all cultures with respect, the teacher acts as a role model for students to do the same. In designing the curriculum, experts should be very careful in choosing the most appropriate language of instruction, bearing in mind the diverse cultures represented by learners. The language of instruction according to Fought plays a key role in the educational development of a child (185). Although the instructional or standard language in most schools is English, the teacher should enhance learner und erstanding by asking students to give the equivalents in their native language or mother tongue, of words used in the instructional language. However, the use of coded language and slang should be discouraged from the school setting. The use of slang African-American slang sometimes brings about conflicts. The same goes for coded language where for example, American children know that whenever an English word contains the Spanish â€Å"

Universal Accounting Approach &Cross Border Investment Essay

Universal Accounting Approach &Cross Border Investment - Essay Example Without these accounting standards each and every business entity would have to develop their own accounting standards that would make the comparison of financial information of different business enterprises difficult. The interests of the financial activities of the individual and institutional investors have become global recognizable and there has been active involvement of various organizational bodies for the development of a widely accepted accounting framework beneficial to the investors. The existence of an efficient and liquid capital market can only be possible, if the investors are provided with transparent, relevant and reliable information. Introduction: Universal Accounting Approach &Cross Border Investment The corporate sector is facing certain complexities in terms of corporate governance and financial reporting and has also affected the US Capital markets. The current financial community is devoid of strong framework, which can integrate the systems altogether and d evelop a global financial reporting language. The silver lining in the current complexities would be the sudden and tremendous progress towards the achievement of a global financial reporting language. The development of a global financial reporting language would be the establishment of a strong financial framework, which will comply with the universal accounting standards and regulations. ... e International Accounting Standard Board (IASB) and International Accounting Standard Committee Board (IASC) has contributed significantly to the outcome of the organizations. These boards are endowed with activities and tasks for the development of accounting standards, which comply with the current accounting environment (Beck, Kunt and Levine, 2002). The study will lay emphasis on the accounting standards developed by leading organizations, associations and their contribution towards the betterment of the economy. The author of the study will also highlight the accounting techniques, significantly for the cross border and regional investments. Finally, the study will conclude with the summary of the existing environment market with the application of the accounting standards and tools. Financial Accounting Standards Board (FASB) and the International Accounting Standards Board (IASB) The IASB and FASB have been working in unification since the year 2002 and the two boards have co nverged their required tactics for the development of several accounting and investment projects. It is one of the non-profit organizations, whose primary purpose is to formulate certain accounting principles within the US region for the interest of the common people. It was established in the year 1973. The boards helped in establishing the accounting standards and regulations for educating the issuers, auditors, government and various other users. Some of the main objectives of the board would be to improve the utility of the financial reporting for the guidance of varied users, develop standards for the current business organizations, identify reports in the accounting process and promote international convergence of accounting standards in compliance with the quality of financial

Political films Essay Example for Free

Political films Essay The research paper â€Å"The Timing of Presidential Cinema† discusses and analyzes social meaning of political films. Little research is done in this filed, although many films contain political and economic meaning. Interestingly, the release of presidential cinema is associated with the controlling party and with the ideology that the party has in the White House. Republican and Democratic administrations are characterized by the largest amount of political films. Moreover, more films are released during the second presidential term. Releases are more acute during presidential elections. The stronger the economies, the more films about presidents are released. The article â€Å"Quantitative analysis of Motion Picture Content† tends to measure the influence of films on American population. In particular, the emphasis is paid to providing an instrument to measure with scientific precision the content of each film. The cinema has long been accepted and the author argues that more than fifty million of American moviegoers are influenced by desire to seek entertainment when going to the cinema. Therefore, motion picture has become a profound influence on people and it is rather difficult to measure those influence. The role of Hollywood films in American society has not been yet questioned as researchers lack methods to summarize and analyze what the public is presented. The article â€Å"The Image of the Scientist in Science Fiction: A Content Analysis† reviews the social role of the scientists which is conveyed through the cinema. Scientists has undergone both criticism and appraisal, they has been presented as heroes and villains science-fiction magazines, stories and films. Of course, many scientists have been negligible. The social role of the scientist is addressed in terms of saving humanity, but after World War II such measurement has become problematic. Science fiction, therefore, is claimed to serve as vehicle to construct social utopias and to dethrone them. The article is of practical relevance as the USA experience shortage of scientists and engineers.

Euro note and euro commercial paper

Euro note and euro commercial paper Difference Between The Euro Note Market And The Euro Commercial Paper Market Introduction The Euromarkets are the single most important source of commercial loan funds for the developing countries. The development and operation of Eurocurrency markets have played a very significant role in the post war international financial system. Indeed the explosive growth in international banking and bank lending could not have come about but for the Eurocurrency markets. Simply stated, the term Eurocurrency refers to a currency deposited in a bank outside the home country of that currency. Therefore, Eurocurrencies and Eurocurrency markets are outside the regulatory framework of any monetary authority-the monetary authority of the place where the deposit is made is not concerned with non-residents depositing or borrowing foreign currencies, which does not affect the domestic money supply. It is also outside the control of the monetary authority of the home country of the currency concerned because the transaction takes place outside the country. Inter-Bank Markets Apart from customer transactions, there is an extremely active inter-bank market in Eurocurrencies. Banks acting in the market are continuously trading Eurodollar deposits in the inter-bank market. Such active banks would readily offer a two-way quote-the rate at which they are willing to take a deposit, and the rate at which they are willing to place deposits. The two rates are referred to as bid and offered rates-hence the terms, London inter-bank rate (LIBID) and London inter-bank offered rate (LIBOR)-and the differences between the two represents the trading margin of the bank. Generally, it is of the order 1/8 percent. For calculation of interest on currencies other than the British pound, Eurodollar deposits in particular, the year is reckoned to be of 360 days. Thus, the actual interest would be worked out on the actual number of days divided by 360. Note Issuance Facilities Note Issuance Facility (NIF) is a medium term commitment on the part of underwriting banks which obliges them to purchase any short term notes which the borrower is unable to sell in the market, at an agreed spread over a suitable benchmark. The benchmark could be LIBOR, the T-bill rate, etc. Once a note issuance facility is in place, the borrower can issue short term paper and sell it in the capital market. To the extent the borrower can sell notes at a spread lower than that at which the underwriters are committed to buy, this helps in reducing the cost of borrowing. Another major advantage of a note issuance facility is that, since the notes are short term, this may allow the borrower to access investors who may not be interested in committing medium term funds but may be quite happy to buy short-term paper. The NIF can thus be used to diversify the investor base. To an extent, the NIF is something of a halfway mark between syndicated loans on the one hand and bond issues on the other. With some marginal variations in the basic structure of the facility, NIFs are sometimes also referred to as revolving underwriting facilities (RUFs), note purchase facilities or Euro note facilities. Euro-Notes Euro notes are short term bonds sold by a borrower directly to the investors with or without the underwriting support of the commercial banks. Euro-Commercial Paper Like Euro notes under NIFs, CPs is also short term paper issued by non-bank borrowers. The principal distinguishing feature is that commercial papers are not underwritten by a bank and the issuer, therefore, is one with very high credentials. The paper is usually issued in higher denominations of the order of $ 100,000 and the market is dominated by large professional investors. Although these can be issued in interest -bearing form, they are usually issued at a discount to face-value and quoted in the secondary market on a yield basis. Euro Notes And Euro-Commercial Paper Markets A recent innovation in nonbank short-term credits that bears a strong resemblance to commercial paper is the so-called Euro note. Euro notes are short term notes usually denominated in dollars and issued by corporations and governments. The prefix†Euro† indicates that the notes are issued outside the country in whose currency they are denominated. The interest rates are adjusted each time the notes are rolled over. Euro notes are often called Euro-commercial paper. Typically, though, the name Euro-CP is reserved for those Euro notes that are not underwritten. There are some differences between the U.S. commercial paper and the Euro-CP markets. For one thing, the average maturity of Euro-CP is about twice as long as the average maturity of U.S. CP. Also Euro-CP is actively traded in secondary market, but most U.S. CP is held to maturity by the original investors. Central banks, commercial banks and corporations are important part of the investor base for particular segment s of Euro-CP market; the most important holders of U.S. CP are money market funds, which are not very important in the Euro-CP market. In addition, the distribution of U.S. issuers in the Euro-CP market is of significantly lower than the distribution of U.S. issuers in the U.S. CP market. An explanation of this finding may lie in the importance of banks as buyer of less-than-prime paper in the Euro-CP market. Another important difference in practice between the two markets is in the area of ratings. Only about 45% of active Euro-CP issuers at year end 1986 were rated. Credit ratings in the United States, on the other hand are ubiquitous. This difference may prove transitory, however as investors become accustomed to the concept and the rating agencies facilitate the use of their services.

Understanding And Promoting Children’s Development.

Understanding And Promoting Children’s Development. A childs development usually follows an expected patten, although children do develop at different rates but this usually follows a pattern. There are five key areas to keep in mind when working with children to help and identify if a child requires additional support. Keeping in mind development in a holistic way (the whole rather than parts of something). Physical Development This looks at a child’s physical movement but is divided into key parts. Gross motor skills:- Theses include jumping, hopping, skipping etc. and are more large limb movements. Fine motor skills:- Which include writing, painting, threading etc. these are more precise movements. Locomotive skills:- these include running, walking, balancing these are full body movements. Cognitive Development This is usually the way a child develops in their brain process. How a child uses skills in different ways. Creative and imaginative skills problem solving, using language to explain reasoning. Communication Development This looks at how a child communicates with someone, e.g. language to explain reading, writing and describing events. There are also non-verbal ways to communicate such as sign language. Social And Emotional Development This looks at feelings, self-esteem, self-expression and learning about others feelings this also covers a child’s understanding on behaviour and what is acceptable e.g. taking turns, co-operating with others and feeding one-self. Moral Development This is linked to social and emotional development and covers choices and decisions e.g. Not always going first in the line and letting someone else this also covers behaviour and attitudes towards others e.g. saying sorry even if its not their fault but knowing that it may make someone feel a little better. Climbing the ladder of a slide Physical, cognitive Playing football in a team Physical, cognitive, communication, social and emotional and moral. Using a pencil to write their name and draw a picture Physical, Cognitive, Communication, Social and Emotional development. Using a knife and fork to eat a meal Physical, Cognitive, Social and Emotional. Expected Stages Of Development Reserve gathered form Carolyn Meggitts child development book 0-6 Months Physical:- Babies lie supine (on their backs) with their head to one-side, Prone position (on their front). Cognitive babes will start to show a preference to tastes sweet over salty or sour. Startled by sudden noises. At around 3 months babies smile in response to speech. Often suck their lips at the sounds of food preparation. 6-12 Months Babies use their whole hand (palmer grasp) to pass things from one hand to the other. Start to understand the meanings of some words e.g. bye- bye mummy or daddy. When babies are around 9 months they will start to use a pincer grasp (finger and thumb) move arms and legs together when excited. Babies enjoy pointing at objects. 12-18 months At around 13 months most babies can walk but will fall-over frequently and sit down rather suddenly. Babies will start to show a preference for one hand over the other. By 15 months babies will copy you to build a tower of two cubes. Babies will understand more words such like show me, look at that. Babies are still shy with strangers. At 18 months babies can squat to pick up a toy,can thread large beads onto a lace. Babies are more eager for independence e.g. â€Å"me do it† 2-3 years At 2 years babies an throw a ball overhand but cannot yet catch one. Babies can copy simple lines and sometimes a v using their preferred hand. From 2  ½ years babies can recognise themselves in photos, they will continually ask questions what, who, why. 3-5 years At this age children can stand on tip-toe they can catch a ball with their arms outstretched start to understand the concept of one and lots of. Children often develop fears e.g. fear of the dark, as they become capable of pretending and imagining, at around 4 years children hold a pen or pencil in an adult fashion. Can wash and dry themselves. 5-7 years At this age children are more familiar with past/present and future and will talk about these with a good sense of time, show sympathy and comfort others who are hurt. At 6 years children can skip to music alternating their feet, draw people in some detail for instance eyebrows, eyelashes. Talk fluently and with confidence. 9-11 years Children start to differ in physical maturity, they may be curious about drugs, alcohol and tobacco. 11-13 years Children begin to experience conflict between parents values and peers, at this age children will start to go through puberty, this is different between the sexes. 13-19 years Children often feel misunderstood in the early part of this age range they all want to be accepted and liked. It is important to listen to their ideas and show them respect. Influence on development Personal Factors Problems during pregnancy and at birth. A child begins to develop at a the moment of conception, a healthy embryo is made up of 46 chromosomes, 23 from the egg (mother) and 23 from the sperm (father). If there are more or less than 46 It will have an effect on the way the child develops and learns. Down syndrome is caused by an extra chromosome, additional chromosome 21 which means the child will have 47 instead of 46. During pregnancy if the mother smokes takes drugs or drinks alcohol this will also affect the baby. Birth can influence a child’s development if a baby is born prematurely or suffers from lack of oxygen this can affect brain development. Reserve from NHS web How FAS Develops During Pregnancy Dr Raja Mukherjee says that when a mother consumes alcohol it goes around the placenta, because the foetus liver isn’t fully formed it cant metabolise the alcohol quickly enough. In turn it has a high blood alcohol concentration, therefore lacks oxygen and nutrients so organs and the brain don’t grow properly. White matter which is need to speed up the processes of information is sensitive to alcohol, so more the mother drinks alcohol more the foetus suffers. Professor Neil McIntosh says evidence shows that drinking during the six to nine weeks of pregnancy when the facial features are formed babies are more likely to suffer from facial deformities and that damage to the organs most likely happen in the first three months. Signs And Symptoms OF FAS Some signs may not show up until the child goes to school. Learning difficulties Language problems Lack of appropriate social boundaries (over friendliness to strangers) Poor short term memory Inability to grasp instructions Failure to learn from the consequences of their actions Egocentricity (excessive interest in oneself) Mixing reality and fiction Difficulty with group social interaction Poor problem solving and planning Hyperactivity and poor attention Poor co-ordination Health Genetic factors (passed on through parents) can have a impact on a child’s development the child may not be able to participate fully in physical or strenuous activities. Disabilities Many disabilities are genetic, children can be affected by a disability they were born with. Different disabilities affect development in different ways. Coeliac Disease (www.coeliac.uk) Coeliac disease is a common digestive condition where a person has an adverse reaction to gluten. This disease is not an allergy or an intolerance to gluten, the disease mistakenly attacks healthy tissue this causes symptoms such as Diarrhoea, Bloating and Flatulence, Abdominal pains, Weight loss, Feeling tired all the time and malnutrition due to not getting enough nutrients from food. This disease is a common condition and affects approx 1-100 people in the UK. This can cause frequent absences from school which in turn will affect the progress of a child’s learning it will not help a child to become friends with their peers and will influence a child’s confidence. Sickle Cell Disease (www.nhs choices) This is a serious inherited blood disorder where the red blood cells which carry oxygen around the body develop abnormally. The sickle cell gene is inherited from both parents, if only one parent has the gene then the child will have what’s know as sickle cell trait. Lifestyle an help the symptoms and drinking plenty of fluid can help. Symptoms can be Stroke Vulnerability to infection This disease can cause time away from school which impacts on a child’s learning and social skills leaving a child feeling very isolated. Turner Syndrome (www.your hormones) This is a chromosomal disorder and affects 1 in 2500 of girls, this is a inherited disorder and affects one of the female sex chromosome. Where as boys have x and y chromosome girls have x x this is an abnormality in one of the x chromosomes. This disorder causes short stature, delayed puberty, puffy hands along with other syndromes, this shouldn’t have much affect on a child’s learning in the early years how ever as a child develops and all around start puberty they wont which can lead to stress and depression. Although medication is available Turner syndrome will cause infertility. External Factors A child’s development can be affected by external factors. Poverty This is spilt into two groups Relative poverty:- is income related and concerns material things. Absolute poverty:- This is a lack of basic human needs e.g. shelter, food, warmth and education. Absolute poverty is rare in the UK. Family Background This can be were a child is from what’s know as a broken family, mum and dad split up and a child is torn between the two. This can have an impact on education as the child will be upset, going from one house to the other and leaving homework at one then worrying about getting into trouble at school. Housing Poor housing can lead to asthma in children, over crowding can lead to poor physical skills as there is no room to play. Family Circumstance Sometimes the family unit changes and as a result can have a effect on a child from long-term illness, bereavement or parental separation all these things can cause stress and changes in behaviour. Personal Choices And Decisions As a child gets older they want to become more independent as a result of this and with peer pressure children can make mistakes, drugs, alcohol and substance abuse can all have a effect on their body. Eating is also a choice by picking the wrong diet young people can become obese or under weight. Education A good education will enhance a child’s life, attending school on a daily basic will help the child to know rules and boundaries. Attending clubs and church will also help there social and moral development. Why Development May Not Follow The Expected Pattern Children develop at different rates and in their own time however if a child isn’t atchving certain milestones this may be a sign of delayed development and may need to be investigated. Emotional Influences When a child has their emotional needs met then it will have a positive impact on their learning. Just knowing that there is someone they trust and can talk to may make a huge impact. Physical Reasons Physical growth can have a impact on a child if they haven’t had much exercise as infants then their muscles wont be formed correctly. Environmental Factors Where a child grows up can impact on a child’s education. If say a child is a traveller and moves often therefore moving school frequently this will impact on their education. Cultural Reasons Different cultures see different values e.g. girls from boys some cultures see girls as home-makers and education isn’t need after the age of 11 if at all. Social Influences When a family structure changes this can also impact on a child if there is a death in the family, children comes to turns with things differently. Disability Children are not always born with disabilities but can develop them. Early Intervention This is crucial in identifying if a child needs help all schools will asses a child when starting so key areas can be picked up on and if any intervention is needed for that child.

Class Politics in the United States :: Politics Political Essays

A distinctive feature of US politics, in comparison with most other industrialized nations in the world, is its virtual lack of class-based politics. President George W. Bush, for instance, has said that class is for ‘European democracies or something else—it isn’t for the United States of America. We are not going to be divided by class’ (cited in Harrigan, 2000: 6). And this seems to be the general attitude that pervades all of American society, to the extent where militating on the basis of class could even be seen as culturally abhorrent. It is a fact that in the 1990s, trade union membership accounted for only 15 percent of all wage and salary workers, down from 25 percent in 1975. This is despite 30 percent of all workers still employed in blue-collar jobs as of 1996 (McKay, 2001: 226; Vanneman and Cannon, 1987: 5). Between the two major political parties, the Democrats and the Republicans, there are only relatively minor ideological differences, with the former leaning slightly more to the ‘liberal’ side, while the later are more ‘conservative’, though neither articulates anything near resembling class politics. This has led to much speculation among scholars as to why this could be the case. A number of reasons have been posed, including: 1. America is mainly a middle class society, with an individualistic culture; high levels of social mobility; and equality of opportunity, which are prized over collective action. 2. America does not have a feudal past, from which class cleavages can be drawn. 3. America is the richest industrialized nation in the world, and therefore has an overall higher standard of living, which minimizes any potential for class action. 4. The American working class is divided sharply along ethnic and racial lines. 5. The American two-party system makes it difficult for radical political parties to develop. However, despite this lack of class politics, the US continues to experience some of the most exacerbated income and wealth inequalities in the industrialized world, with the gap between the rich and the poor growing over the past thirty years. In addition, the proportion of the population living in poverty, according to official figures, is at around 14-16 percent (McKay, op. cit. :27). This raises the question as to the nature of class in the United States, and as to how the US class structure (if one exists) is reflected in mainstream politics.

Importance of After-School Programs Essay -- Argumentative Childcare C

Importance of After-School Programs â€Å"There are approximately forty nine million children and youth, ages 6-17 living in the U.S.† (â€Å"Making the Case† 1). Children need care while they are in the initial stages of growth and development. Whether this care is provided by a mother, father, sibling, or other guardian, a child needs to be loved. When children turn a certain age, the care of the family is added to by caregivers in another institution. While attending school, children are shown care for the duration of the day by teachers, mentors, and other aids. This is a productive time for the children’s development because they are being nurtured in a well rounded, safe environment. This environment provides initial academic installment as well as nurture and growth. This safe, enriching, productive school time ends at about 3 p.m. What happens when the school bell rings? Where do the children go when they are forced to leave this institution? â€Å"The reality in America today is that forty four percent of families do not have safe, supervised places for their children to go after school on a regular basis, according to the Afterschool Alliance and sponsored by the JC Penney Afterschool Fund† (â€Å"Building and Sustaining† 1) . With that many children unsafe, it can be assumed that there is a need for somewhere for children to go once they are forced to leave their schools. Many other statistics imply a need for some kind of place to adopt unsupervised children during the after- school hours. About 7 out of 10 school age children are part of families where both parents are working fulltime, or the only parent in the household is working full- time (Newman 17). In addition, there are about eleven million children in Ame... ...Time (2005): 6 p. 5 Feb. 2005 . Newman, Sanford A., et al. â€Å"America’s After- School Choice: The Prime Time for Juvenile Crime, Or Youth Enrichment and Achievement.† Fight Crime: Invest in Kids 2000: 35p. Academic Search Premier. EBSCO Host. University of Denver Penrose Library, Denver. 5 Feb. 2005 . Ortmann, Dr. Rudider. â€Å"Anomie as a Consequence of Disturbances of Equilibrium in Case of Suddenly Occurring Social or Personal Changes.† (Nov. 2000): 14 p. 5 Feb. 2005 . Rinehart, Jen. â€Å"A New Day Begins After School.† Principal, Beyond the Bell 82.5 (May/June 2003): 19 pars. 5 Feb. 2005 . The Bridge Project Web Page. The Bridge Project. 5 Feb. 2005 .

Zotero: a guide for librarians, researchers, and educators Essay

Zotero is an open-source and free software management used in managing bibliographic data and related researched materials (Pucket 2011). Mendeley is a web program and a desktop used in sharing and managing research paper, collaborating online and discovering research data (Banbaj 2009). RefWorks is a commercial web-based software package used for reference management (Tung 2009). The three types of citations play an important role in bibliographic data management, researching on relevant materials used in making bibliographies, share and manage the online research data, and finally ensure proper reference management (Pollack, Cruess, Sternet, Sillitoe, Perou, Jeffrey, 2009). RefWorks provides databases of stored online references that allow easy access and update of information from any computer with internet connections. The software provides a better link of RefWork user’s account to journals that are electronically edited with institution’s library subscription. Providers of bibliographic databases have implemented the ability of directly exporting references to RefWorks (Hasjim 2013:pp.742-749). Mendeley comprises of a team of graduates, researchers, and developers from different academic institutions. It has become a famous website through different awards it has won, which include â€Å"European start-up 2009†, â€Å"bets society social innovation 2009† and â€Å"100 tech top media companies† (Sledz 2009: pp.1407-1408). The name ‘Zotero’ is derived from a verb Albanian which means ‘to master’ (Rimikis 2013: p.792). Zotero has the ability of converting ens style of proprietary EndNotes int o language style of citation. Citation is an important aspect in all academic writings. Majority of academic researchers has adopted the use of the three modules in ensuring proper management of references. In all types of research and scholarly writing, it is necessary to have source works documented. These works are used to underpin particular positions, concepts arguments and propositions with citations. They serve the following purposes; assist readers in relocating and identifying the source work, gives evidence that the position was researched well, and provides credit to the author of the presented theory or an original concept (McMurray 2011: pp.647-654). References Banbaji, A., & Beersheba, I. (2009). Mendeley whasiypwr halÊ ¼wmiy. Ê ¼Wr Yhwdah: Dbiyr :. Puckett, J. (2011). Zotero: a guide for librarians, researchers, and educators. Chicago: Association of College and Research Libraries. Tung, K. L., & Pan, Y. (2009). EndNote & RefWorks: lun wen yu wen xian xie zuo guan li (Chu ban. ed.). Tai bei shi: Wu nan. Source document

A Personalised Induction Will Always Be More Effective. Discuss

Essay 2 A Personalised induction will always be more effective. Discuss (Word count = 2198) Introduction In this essay I will describe what a personal induction is and how it is composed then discuss the reasoning behind why they may be more effective for clients seeking change via hypnosis rather than using standard generic inductions. I will also look at some of the potential issues surrounding personal inductions before drawing a conclusion. But first we need to look in a bit more detail as to how they work and why they may be helpful in helping the client achieve their aim. It is has been stated that when we communicate with people only 7% of the communication is made up from the words we speak and the remaining 93% is made up of the tone and volume of the words (38%) and our body language (55%) (Chrysalis, Module 2). Although commonly quoted these figures are in fact quoted out of context from the original two limited experiments undertaken by Albert Mehrabian et al in 1967. If this were so then we should be able to understand someone communicating with us in a language we do not speak, which is not the case. However the three elements do pay a role in how we communicate with each other just not in the ratio outlined. As we know people are complex individuals. We view, make sense of and interact with the world around us all in slightly different ways. These differences are due to a number of internal and external processes that occur from the moment we enter the world and continue to develop, hopefully, until we leave it. External information from our environment reaches our brains via our 5 main senses, or sensual modalities. These are visual (sight), audio (hearing), kinaesthetic (feeling), olfactory (smell) and Gustatory (taste). This inflow of information from the five modalities is in turn monitored and filtered by the brain, most likely by our subconscious mind due to the volume of input, and anything that requires our attention is flagged up to the conscious mind so that we can take the necessary action/non-action required. I use the term non-action here to distinguish between something the subconscious mind views and flags as a threat that requires immediate action and something that on reassessed by the conscious mind, overridden no action required (e. g. being surprised by your son with a rubber snake! ). â€Å"The Psychology of Personal Constructs† (Kelly 1955), a theory of how personalities develop, describes how we may interpret reality through an internalised process called â€Å"constructs†, these are units of interpretation which serve as templates, or filters, for how we look at, and make sense of the world and how we can use these to predict future events. Some of these constructs may very well be intrinsic and hard wired into our subconscious from birth, like a fear of snakes or of heights which could be construed as common sense phobias and linked to our natural survival instincts. However most of the constructs that we use to make sense and judge the things around us, and our reactions to it, are developed over time as we learn to interact with our environment, and by our own experimentation, living in it. These internal constructs are shaped by external influences, our cultural up bringing, our language and by our past experiences. For example I have a fear (Not really a phobia! ) of going to the dentist, this is based on my early experiences as a child, before the introduction of the high speed drills and latest anaesthetics, being told it would not hurt. Then realising, during the actual procedure, I had been lied to and it did! It is these internal constructs, our likes and dislikes, our internal generalized assumptions and our prejudices, which develop differently within us over time so that each individual construes reality differently, even when placed in the same objective circumstances, that generate our view of the individual personality. Use of Modalities in Personalised Inductions Of the five sensual modalities mentioned earlier there are considered three main modalities (visual, auditory and kinaesthetic) and two subsidiary ones (olfactory and gustatory) and it is the three main modalities that are used for personalised inductions. Within the three main modalities each person will have one that is dominant or preferred and each individual’s preferred modality can be ascertained by careful, inconspicuous, observation and questioning of the client by the therapist during the sessions, taking note of the way they dress, the language they use (words and tone), their body language (the way they breath, their postures and gestures) and the work and pastimes they undertake. The inductions are constructed using wording and phrases that fit with the clients preferred modality. Some General Attributes of the Modalities 1. Visual People with a preference for this modality have good imaginations that allow them to fantasize and daydream whilst suspending the analytical/critical element of their mind. They like things to look nice, and be involved in things that involve seeing like art, photography, drawing, or films. They may like bright colours and be observant and creative. Clues that can be found in their choice of words are; look, see, appear, focus, imagine, references to bright colours or neatness. In phrases such as; â€Å"I see what you mean†, looks good to me†, It just goes to show†, â€Å"paint a picture†. They tend to speak faster as they think in images and pictures and in a high clear tone using shallow breathing. They hold their bodies upright and may have a thinner body type. 2. Auditory Auditory people listen internally to sounds and music, they are more logical in their thinking and tend to absorb sounds rather than sights around them. They are sensitive to any noise that is obtrusive to them and are unable to concentrate if sounds around them were not to their liking. They prefer work and pastimes that involve hearing, words or listening. Their choice of words may be; listen, hear, sound, say, discuss. In phrases such as; â€Å"I’m all ears†, â€Å"that sounds good†, â€Å"loud and clear†. They tend to speak in a melodious tone and at a pace between the visual and kinaesthetic person. Their breathing tends even to be centred in the middle of the chest They are good listeners and often will put their head to one side as they listen. 3. Kinaesthetic Kinaesthetic people tend to be empathetic. They are the ones who can â€Å"feel† a person’s emotions and can tune into moods quickly. Even if the person is displaying a smile a kinaesthetic person will be able to â€Å"feel† the hidden emotion if the smile is false. They tend to touch everything and will gladly ignore clutter if the place â€Å"feels† right as they simply don’t see it. Their choice of words may be; touch, solid, grasp, hard, cool, move In phrases such as; â€Å"I know how you feel†, â€Å"kick some ideas around†, â€Å"put you finger on it†. They may speak in a soft low tone with pauses in their speech. They may breathe deeply from their abdomens. They tend to have rounded shoulders and a more relaxed body posture. These are the three main modalities (Chrysalis, Psychotherapeutic Counselling, Year 1, and Module 2). However as the process of personality development is a dynamic one so the preferred modality will change over time. Especially where any therapeutic elements are engaged. Further Dimensions in Personalising Inductions There are four further dimensions which enhance the personalised induction. These are Permissive and Authoritarian inductions direct and indirect suggestions used within the inductions. Permissive Inductions These inductions are nurturing and non-judgemental in style and they are constructed so that the client has some control of the hypnotic process. The words used are softer and more caring and leave the client choice in the actions asked by the therapist. The client and the therapist are treated as equal partners. Comments like; â€Å"you may like to close your eyes†, â€Å"you might like to move around a little† bracketed with â€Å"that’s OK to do so† so giving choice and permission to the client. The clients most responsive to this will be those who are more imaginative and creative and do not dispute changed states of reality or ideas or those who have undertaken a few sessions of hypnosis already. This style is successful on people who are reaching goals like improving their behaviour or their working conditions. Authoritarian inductions Authoritarian inductions by contrast are commanding and direct. Their purpose is to establish control over the client. This technique was used in the early days of hypnosis as it was considered that the hypnotist would have greater success this way and is the classic view that a lay person would have of a hypnotherapist today (Hypnosis for Change, Hadley & Staudacher, 2001). Comments will be more direct; â€Å"Close your eyes†, â€Å"you will listen to my voice†, â€Å"I want you to relax†. This induction is best used on people that respond to authoritarian figures or on people that are new to the hypnotic process and expect this style from the hypnotist. This style is more successful on those who are seeking a specific target, losing weight or giving up smoking for example. Direct and Indirect Suggestions Direct suggestions are an obvious command or instruction to the client during the induction, â€Å"Now Close you eyes† and an indirect suggestion is also aimed at achieving a result but contains no commands. It maybe that in a moment or two, whenever you are ready, your eyes may wish to close.. † The use of direct or indirect suggestions will depend on the type of therapy that is being undertaken. Therapists generally believe that the indirect suggestions hold greater sway as they overcome any client resistance, this is a process where the client blocks the hypnotic process due to some form of anxiety. Indirect suggestions lend them selves to permissive i nductions. Direct suggestions lend themselves to authoritarian inductions. So now that we have an overview of the elements that aid the construction of a personalised induction. So how can they be helpful? As each client is an individual they expect to be treated as such. The therapist needs to quickly build rapport between them to engender trust and by explaining that the induction being used is tailored to them specifically shows a commitment by the therapist to the client. The initial assessment of the client may not produce enough observational evidence to use a genuine personalised script at first, so a generic one may do. However over a few appointments it should be possible to produce one that fits the clients preferred modality by careful observation of the client’s speech patterns or by a simple test (see appendix B for an example of a simple modality test – Successful NLP, Lazarus, 2010) and permissive or authoritarian view (Chrysalis, Psychotherapeutic Counselling, Year 1, and Module 2 pg 18 Client Assessment). However this course of action may be a laborious undertaking for little return and the therapist may get caught up in the process of producing a perfectly personalise induction at the expense of treating the client. Compounding Modalities Personalised inductions do not lend them selves well to A way of overcoming the requirement to tailor inductions would be to employ what is termed a compound induction. This induction uses words and phrases covering all modalities so that it will feel â€Å"Right† to the client from the beginning. The only adjustment required would to make this either permissive or authoritarian. There are situations where personalised inductions may not add any value. They can’t be used for group sessions for weight loss or giving up smoking for example. You also can't use them for recorded scripts or distribute them for others and they take up a lot of time in their production. Another issue with focussing on personalised inductions, is that they could imply that one's preferences and modalities are fixed. This is not the case. You might meet me for an initial consultation, presume the client is primarilly visual and inclined to prefer an authoritarian approach. However, the following weeks events could mean that next time you meet – after you've prepared your personalised induction – it is not at all appropriate or ffective. Conclusion We use personalised inductions because people are individuals and deserve to be treated as such. However, it it precisely because we recognise that people are individuals and dynamically unique, that we should realise that the initial consultation can't tell us everything we ever need to know about them. A personalised induction which is not dynamic can presume too much and pidgeonhole someone from the start with the therapist losing sight of the actual person. To the detrement of the client as they become just part of the process. I believe that the initial use of compound inductions would be more benificial to the client/therapist relationship and if these did not prove successful for the induction to be made more personal. So it is not a matter of which induction is more effective but how the induction envolves to meet the needs of both the client and the therapist to achieve a satisfactory theraputic outcome. References 1. Chrysalis, Psychotherapeutic Counselling, Year, Module 2, 1-2 07/2010. 2. Hadley, J & Staudacher, C, Hypnosis for Change, New Age Books, New Delhi, 2001. 3. Kelly, George The psychology of personal constructs. New York: W. W. Norton & Company, Inc. 1955 4. Lazarus, Jeremy, 2010, Successful NLP, Crimson Publishing, Richmond, Surrey, 2010 5. Mehrabian, Albert and Morton Wiener, â€Å"Decoding of inconsistent communications,† Journal of Personality and Social Psychology 6:109-114, 1967 6. Mehrabian, Albert and Susan R. Ferris, â€Å"Inference of attitudes from nonverbal communication in two channels,† Journal of Consulting Psychology 31:248-252. 1967. Appendix A – Preferred Representational System Questionnaire For each of the following statements please place a score next to every phrase using the following: 3 = next best description of your preference 2 = next best description after 3 above of your preference 1 = least likely description of your preference 1. Generally I make important decisions based on: 1. a__ which way looks best to me. 2. b__ which way sounds best to me 3. d__ my gut level feelings, what feels best to me 2. During a heated debate I am most likely to be influenced by: 1. b__ peoples’ tone of voice . a__ whether or not I can see the other person’s point of view 3. d__ how I feel about the topic 3. During a meeting I like information to be presented 1. a__ in a way that is neat and tidy, with pictures and diagrams 2. d__ in a way I can grasp and/or I can get a hands-on experience 3. b__ in the form of conversation so that we can discuss and I can ask questions 4. My favorite hobbies and pastimes typically involve 1. b__ listening to music, the radio or talk ing with people 2. __ watching films and other visual arts 3. d__ doing sport activities and generally moving about 5. I tend to resolve problems by 1. a__ looking at the situation all the alternatives possibly using diagrams 2. b__ talking through the situation with friends or colleagues 3. d__ trusting my intuition and gut felings 6. When with my friends 1. a__ I enjoy watching how they interact and behave 2. d__ I need to hug them, or sit close to them, when speaking to them 3. b__ I enjoy talking to them . I prefer to learn a particular aspect of a sport or activity by 1. a__ watching how the teacher or coach does it 2. d__ having the teacher or coach adjust my body into the right position 3. b__ listening to explanations, discussing and asking questions 8. When at a presentation I am most interested by 1. b__ the tone of voice and the way the presenter speaks 2. a__ the visual aids used by the presenter 3. c__ the opportunity to get to grips with the content, perhaps by actuall y doing an activity |a |b |c | |1 | | | | |2 | | | | |3 | | | | |4 | | | | |5 | | | | |6 | | | | |7 | | | | |8 | | | | |total |Visual=XX |Auditory=XX |Kinaesthetic=XX

Voice and Language in Their Eyes Were Watching God

Voice and Language in Their Eyes Were Watching God Oprisor Maria 1st year American Studies Voice and Language in Their Eyes Were Watching God In this paper I would like to focus on point of view and some aspects of stylistics in Zora Hurstons’ work Their Eyes Were Watching God. In particular, I will address the issue of narrative voice, the shifts between first person and third person, and I will also include in my analysis some aspects related to types of language variety and style variation. I have chosen this text because generally it is considered Zora Neale Hurston's most important piece of fiction, and because it is a proof of her ability to master language and voice. To illustrate my analysis I have selected some fragments which can be found at the end of the paper. I will make references to them whenever is necessary. The novel presents, in a combination of first and third person narration the story of Jamie Crawford and her three successive husbands. At several points in the text, Janie Crawford is prohibited from speaking, while at other points she chooses not to speak. Silence, then, is sometimes used as a tool of oppression and at other times as a tool of power. Even from the beginning of the novel it can be easily noticed the shifting narration; the viewpoint has moved from â€Å"every men† to â€Å"men† to â€Å"women† to â€Å"a woman† all these under the form of gossip of the front porch (see quote 1). While the earliest feminist interpretations put forward the idea that Janie achieves selfhood by claiming her voice, Barbara Johnson asserts that it is by accepting the inevitability of self-division that Janie gains the power of speech. She shows how Janie’s discovery that â€Å"she had an inside and an outside now and suddenly she knew how not to mix them†(Johnson: 50) has implications for Janie’s ability to speak. There are two paragraphs that highlight this aspect of inside and outside in Their Eyes Were Watching God (see quote 2). It can be noticed the image of Jody as an insider and in the second quote her image but this time as an outsider. Now she realizes that †looking at it she saw that it never was the flesh and blood figure of her dreams†. This proves that the inside and outside are never the same. When reading the novel the reader is introduced into a world where perspective and voice are in a permanent shift but it does not give the impression of unreliable narrators. The view point is controlled through a linguistic indicator of viewpoint, namely deixis. This is proved by adverbials of place like there and verbs like come. (see quote 2). Moreover through the novel we can mention the presence of social deixis_: Mr. and Mrs. _Turner or _Mrs. _Bogle: â€Å"Mrs. Bogle who was many times a grandmother, but had a blushing air of coquetry about her that cloaked her sunken cheeks. †(p. 230) When speaking about types of language variety we certainly can include dialect when analyzing Their Eyes Were Watching God. Zora Hurston manages, with great literary craftsmanship, to represent not only the speech and thought of her protagonist but also of the collective black community. She succeeds in doing this through free indirect speech. In the novel’s frame tale, Janie returns to Eatonville after a long absence. Townspeople sit on porches exchanging words full of drama and metaphor. In this context it is to be mentioned that phonetic changes as well as morphological changes exist at the level of the language. (see quote 3) Through all novel there are wonderful examples of dialogues that show literary craftsmanship of the twentieth-century Southern black vernacular speech. In terms of style variation, this is obvious at almost every page. It is easily detectable the â€Å"Systematic variation from one identifiable kind of language to another within the same text†(Short:1996)/ (see quote 3). All these demonstrate, without error, the way in which Zora Neale Hurston masters language and voice in Their Eyes Were Watching God. Hurston's great accomplishment is the creation of a literary language equivalent to the oral performances she admired as a child and studied as an ethnographer. Vernacular voices speak in and through the novel and the novel's words â€Å"[walk] without masters. † Their Eyes is a singular achievement. Quote 1: â€Å"Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the Watcher turns his eyes away in resignation, his drams mocked to death by Time. That is the life of men. Now, women forget all those things they don’t want to remember, and remember everything they don’t want to forget†¦So the beginning of this was a woman, and she had come back from burying a dead†¦Ã¢â‚¬ (p. 175) Quote 2: â€Å" So gradually, she pressed her teeth together and learned how to hush. The spirit of the marriage left the bedroom and took to living in the parlor. It was there to shake hands whenever company came to visit, but it never went back inside the bedroom again. So she put something in there to represent the spirit like a Virgin Mary image in a church. The bed was no longer a daisy-field for her and Joe to play in. It was a place where she went and laid down when she was sleepy and tired. † (p. 232) ~~~~~~~~~~ â€Å"Janie stood where he left for unmeasured time and thought. She stood there until something fell off the shelf inside her. Then she went inside there to see what it was. It was her image of Jody tumbled down and shattered. But looking at it she saw that it never was the flesh and blood figure of her dreams. Just something she had grabbed up to drape her dreams over. In a way she turned her back upon the image where it lay and looked further. She had no more blossomy openings dusting pollen over her man, neither any glistening young fruit where the petals used to be. She found that she had a host of thoughts she had never expressed to him, and numerous emotions she had never let Jody know about. Things packed up and put away in parts of her heart where he could never find them. She was saving up feelings for some man she had never seen. She had an inside and an outside now and suddenly she knew how not to mix them. † In the first paragraph the â€Å"marriage† moves outward from the bedroom to the parlor, replacing itself with the image of virginity. The second paragraph represents her image of Jody, but an image of an outsider. Know she realizes that â€Å"looking at it she saw that it never was the flesh and blood figure of her dreams†. Both paragraphs are an externalization of Janie’s feelings onto the outer surroundings. In figurative language, Barbara Johnson observes, â€Å"inside and outside are never the same† and she asserts that â€Å" Far from being an expression of Janie’ s new wholeness or identity as a character, Janie’s increasing ability to speak grows out of her ability not to mix inside with outside†¦Ã¢â‚¬ . (p. 233) Quote 3: â€Å"Seeing the woman as she was made them remember the envy they had stored up from other times. So they chewed up the back parts of their minds and swallowed with relish. They made burning statements with questions, and killing tools out of laughs. It was mass cruelty. A mood come alive Words walking without masters; walking altogether like harmony in a song. What she doin coming back here in dem overhalls? Can't she find no dress to put on? — Where's dat blue satin dress she left here in? — Where all dat money her husband took and died and left her? — What dat ole forty year ole ‘oman doin' wid her hair swingin' down her back lak some young gal? Where she left dat young lad of a boy she went off here wid? – Thought she was going to marry? — Where he left her? — What he done wid all her money? — Betcha he off wid some gal so young she ain't even got no hairs — why she don't stay in her class? â€Å"(p. 175) References: Barbara, Johnson, Metaphor, Metonymy, and Voice in Their Eyes Were Watching God, in Wall, 2000, ZORA NEALE HURSTON’S Their Eyes Were Watching God, New York: Oxford Un iversity Press. Short, M. , 1996, Exploring the Language of Poems, Plays and Prose, London, New York: Longman. Zora, N. , Hurston, 2002, Their Eyes Were Watching God, Library of America.