The Myth of Cupid and Psyches Forbidden Love

Sun Tzu Strategic Management Free Essays

Sun Assignment 2. Vital Management . School of Strategy. We will compose a custom article test on Sun Tzu Strategic Management or on the other hand any comparative theme just for you Request Now As indicated by Synder and Neil H. (1982) in their diary called ‘Strategic Management Journal’ , The school of system meaning of vital arranging that are offered by Henry Mintzberg in 1981 infers that vital arranging is a procedure including all segments of arranging that incorporated dynamic, organized technique with articulate outcomes, and explicit strategic targets that ought to be viewed in general procedure. In the school of technique, there are 10 way of thinking, it is separated into two sections which are prescriptive and expressive. The subtleties of the procedure are demonstrated as follows. Prescriptive schools : comprise of 3 schools which are Design, Planning and Positioning. Graphic schools : comprise of 7 schools which are Entrepreneurial, Cognitive, Learning, Power, Cultural, Environmental and Configuration. Likewise, Written in article called â€Å" An Overview of Strategy Development Models and the Ward-RIvani Model’ by Dr. David Ward (2005). In year 1977 another person went along which a lot of system close by Mitzberg that called Whittington. He asserted that there are four measures that will decide a technique achievement which are Deterministic or Emergent, Single Goal or Pluralistic, Strategy Style, and Influences. The Link between Prescriptive schools and Descriptive schools. From what I comprehend from both of this schools, prescriptive schools are the initial step of procedure that should have been done If we might want to accomplish something. For instance, If you need to start your own business, the initial step would be the prescriptive school where you have to structure what sort of business you might want to do, plan how to do your business (field-tested strategy) nd additionally how you position your business(where do you need your business to be). In the other hand , Descriptive schools of techniques are the methodologies and abilities that are expected to present you prescriptive schools . Where all segments of this technique can impact your business. For instance, any effective business need to have a pione er who can lead the association forward where what has been structured, plan , and situated and to be a pioneer, procedure as enterprise is fundamental. The Differences between Prescriptive schools and Descriptive schools. In Prescriptive schools, structure and arranging are the point of an organization â€Å" to fit hierarchical capacity with ecological capacity and to best apportion assets to accomplish any picked objectives inside a particular timeframe† and to make the point a triumph, a legitimate situating system should have been finished. All of proposals models frequently utilizing techniques, for example, ecological examination, for example, SWOT investigation (structure), anticipating (arranging), Market portion five powers (situating). Along these lines, we would comprehend here that prescriptive schools are utilized to see increasingly about the market. For example, in vital administration, prescriptive schools are frequently used to figure out who is your objective market, understanding your rivals, characterizing your chances, and furthermore what sort of methodology that our organization might want to execute appropriately to increase upper hand particularly on the off chance that you are working together all around or developing your business globally. In the other hand, Descriptive Schools are a greater amount of the considerable number of things that should have been all together inside an organization or association to execute the system that has been pick. For instance, even with an appropriate arranging yet without a legitimate group to execute it, it will be difficult for any business to continue even in the beginning time while making business. Its comprise of pioneer required, organizing we have, culture reflects , monetary cycle, ecological circumtances, morals , and furthermore intellectual brain science. Which implies that, in spellbinding schools , it is all the parts that an organization or firm need to have so as to execute any technique superbly. How to Profeciently Execute any methodology when we as of now comprehend about the schools of procedure? On the planet business these days, understanding the hypothetical territory of a methodology, for example, schools of system would not be sufficient to execute an ideal technique. As had been expressed by Gamble and Arthur (2009) in their book called ‘ Essentials of Strategic Management’ , They have expressed that there are three components that should have been have so as to execute any system. The components are appeared underneath : Human Capital †Intangible resources, for example, aptitudes, information, and qualities that are required by the procedure. . Data Capital †Intangible resources, for example, the frameworks, databases, and systems that help the procedure. 3. Hierarchical Capital †Strategy strong elusive resources, for example, initiative, arrangement of objectives, and cooperation. Whittington’s Classification of Strategic Perspective. As per Whittington(2002), in his book called ‘ What is Strategy and Does it Matter’ , e xpanding benefits is the most significant standard of business and levelheaded arranging required in the event that we need to achieve it. In the mean time, the key point in business would procure an arrival on capital, and if in a specific case the arrival over the long haul isn't sufficient, the inadequacy ought to be remedied or the action ought to be surrendered. To summarize the possibility of whittington : Classical Approach of procedure. †an old style way to deal with any system necessitates that the administrator must be prepared and equipped for receiving benefit expanding methodologies through long haul arranging. Other than that there are three more case of approach that are appeared beneath : Evolutionaty Approach of system. oes not depend on top administration expertise to plan and act sanely. Rather, it will all rely upon the business sectors which will decide the benefit expansion. Likewise, in developmental point of view, the best chosen procedure will decide the exhibition of the organization. Processual Approach to procedure. Associations and markets are fashioned with disarray and chaos. In this way, the best Processual technique isn't take a stab at the perfect, rather, it expected to work with the truth offers where miniaturized scale political view has suggested that organizations are not joined towards a solitary objective, for example, benefit. Other than that, it will be up on the quantity of people with various intrigue and carry them to the association. The primary procedure for this methodology is to rearrange all the unpredictable procedures. Fundamental Approach on Strategy. †The scholar for this methodology accept that the association is equipped for arranging and acting viably. All the social factors, for example, family, state, and religion impacts the methods and parts of the bargains approach and will characterize what is the appropriate conduct for every one of their individuals. In this methodology, the association are made up by a people as well as of social gatherings with interests. For example, class and callings, countries and states, families and sex can be decide as the fundamental factors. Subsequently, the system will relies upon the social condition of the firm. In light of four methodology on technique by Whittington, these four speculations of activity in business will offer us a knowledge into the inspiration driving any organizations vision and what are the procedures that the organizations might want to actualize so as to increase upper hand in their market. Reference List : Ward, . (2005). An Overview of Strategy Development Models and the Ward-Rivani Model . . (1), pg12-16. Bet, Arthur,. (2009). Predominant Strategy Execution †Another way of upper hand. In: Griffin, L. Fundamental of Strategic Management. America, New York: McGraw-Hill. pg116-136. Synder, Neil H.. (1982). Research Notes and Communications.. Key Management Journa. (3), p265-267. Whittington, Richard (2002). What is Strategy-and Does it Matter?. UK: Thomson Learning. pg29-57. Step by step instructions to refer to Sun Tzu Strategic Management, Essay models

Keeping Joy in the Classroom

Keeping Joy in the Classroom How do we keep joy in our classrooms â€" for both students and teachers? Teaching today is nothing like it was in the past. Gone are the days of loose curriculum, infrequent observations by your principal, and learning cursive; we now have structured lessons, unannounced walkthroughs by both the principal and the superintendent, and a lack of downtime. How do we keep joy in our classrooms â? for the kids and also for us? Take a look at some tips for continuing to make teaching and learning fun. 1. Use Classroom Decorations Pinterest, Teachers Pay Teachers, and TeacherVision are three incredible resources you can utilize to find educational and fun decorations for your classroom. I have found creative charts to help teach my fourth graders place value, fractions, and geometry. Iâ?ve also found crafts, holiday decorations, and more. These websites offer a mix of free and for-purchase items and ideas. In my experience, some of the freebies are incredibly cool, and some of the for-purchase items are well worth the money as well â? you just have to be diligent in your search. One of my favorite TpT creators is Jennifer Findley. 2. Supplement the Curriculum Suppose youâ?re teaching a lesson about how to find the main idea of a text using a particular curriculum. You teach in a fairly similar manner from day-to-day, and occasionally the kids groan before another one of your main idea lessons. Switch it up! A simple Google (or TeacherVision) search of â?main idea text (insert grade)⠝ produces thousands of results. Take a few moments to look through the absolutely immense amount of resources the internet provides and give your students something new. Different representations of the same topic not only prevent students from becoming bored, but variation promotes a higher level of student engagement. One of my absolute favorite ways to supplement my curriculum is to use Task Cards, which generally involves 12-24 tasks that relate to inferring, multiplication, word problems, or main idea. In fact, almost any topic can be found under a â?task card⠝ search. 3. Make Positive Reinforcement Fun! I am a huge proponent of avoiding punishment whenever possible in favor of positive reinforcement. Taking the time to create a system that works for you will undoubtedly result in better behavior in your classroom. Some may think that kids should all have intrinsic motivation, but letâ?s be real: rewards work for adults too! In my classroom, I have two forms of positive reinforcement â? â?personal⠝ and â?whole class.⠝ Personal: For the studentsâ? personal reinforcement, I offer tickets. The kids receive tickets for doing something â?good.⠝ The definition of â?good⠝ changes from day-to-day: it depends on my mood, who I happen to notice, and so on. Then, a few times a year, the kids can use their tickets to buy items from my classroom store. Yes, I supply the items for the classroom store myself, but hoo-boy does it motivate. I get the majority of my items from the Target dollar section, and sometimes I have very generous kiddos donate old toys and things they donâ?t need anymore. The kids go crazy for fuzzy socks, pens, pencils, stickers, erasers, stuffed animals, yo-yos, slinkies â? really anything. Sometimes I buy party favors in packs of 12, separate them out, and put those in the store. The kids are so thrilled to be able to take home a tangible reward and the incentive is so high that the tickets really promote good behavior. Other examples of positive, individual reinforcement include using Class Dojo to give students points, which then connect to a parent's email address. This allows for parents to receive updates in real time, which in itself can motivate students, and also helps to keep track of who has been rewarded. Whole Class: For the whole class, I bought a â?Catching Compliments⠝ poster from Really Good Stuff. (It looks like my poster is no longer available, but you could use this poster in a similar way.) When the whole class does a great job in math, or at recess, or at lunch, or during a specialist, or Iâ?m just feeling nice, Iâ?ll give them one of the 100 baseballs that came on the Catching Compliments chart. When they collectively reach 100 baseballs, they get a whole class reward. These rewards have included pajamas, movies, chewing gum, bringing in a stuffed animal, reading parties, extra recess, and more. It typically takes my class two to three months to receive all 100 baseballs, and it makes the whole class reward even more special. The same sort of reinforcement could be achieved with a jar of marbles, beads, stars, etc, or with stickers on a chart. 4. Allow for Choice As much as you can, give the kids choices. While this isnâ?t always possible, there are ways to promote student choice. If your school has an intervention time, or a â?What I Need⠝ (WIN) block, create a menu of student options. Recently, my WIN time menu has included Greek myths, multiplication practice, a persuasive essay piece, informational task cards, and multi-step word problems in math. These activities are considered Must-Do, and if they finish all Must-Dos, they can move on to optional choices. Another great way to allow for choice is by using Seesaw, a website that allows for students to represent their learning in a variety of ways. I have used Seesaw during assessments to allow students the choice of typing, voice recording, or writing by hand. They definitely enjoy filming themselves talking! 5. Incorporate Fun as Often as Possible Even though we currently have more on our plate as teachers than ever before, give yourself and your students a break every so often. Throw in a random extra recess for no reason â? research shows that variable reinforcement (giving people rewards on a non-set schedule) actually produces the best results. Include a morning meeting in your day as a part of the Responsive Classroom model to promote classroom community, allow for a greeting, and let the kids share. Let parents come in and run a craft â? they love feeling involved, and kids need help with their fine motor skills! Lastly, include games as a part of education â? Pinterest is a wonderful resource for this. My students love the game Prodigy for math help, which is completely aligned with the Common Core standards. All in all, even though we have a lot going on when it comes to teaching our kids, we owe it to them and to ourselves to continue to make learning fun. Happy kids make for happy teachers, and a content classroom will undoubtedly produce more effective learning!   How do you keep joy in the classroom? 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Essay The Cold War And Truman - 1372 Words

The end of World War II presented an opportunity for Winston Churchill to regain some of the power and influence that the Imperialistic British Empire once possessed. Churchill took advantage of the trust and respect that the American public and President Truman shared about his character. He saw Trumans lack of political experience as an opportunity to restore British imperial authority. Winston Churchill tainted Harry Trumans beliefs and preservations about Russia, because his personal agenda and imperial policy where vital to the supremacy of the British Empire. Churchill manipulated Truman and the American public. He caused them to believe that Russia was a legitimate threat to the free world, thus he created the origins of the Cold†¦show more content†¦Distrust quickly led to a breakdown in communication in the weeks that followed the Yalta conference. Many scholars believe that the Yalta conference was the soul origin of the Cold War. However, Yalta only acted as a ca talyst for Churchill to manipulate the Americans view of the Soviet Union. The Yalta conference served as a tender-box. It fueled many myths and endless propaganda that helped ignite feelings of resentment from the American public. Levering The Cold War states that, These various mind-sets are important not only because leaders and citizens in both countries found them useful as a framework for explaining or justifying the Cold War, but also because many scholars have used portions of them as underpinnings for their writings on Soviet-American relations. Shortly after Yalta, President Roosevelt died and Vice President Truman succeeded him. America was left in a vulnerable position after the death of Roosevelt, because Truman lacked the diplomatic charisma to deal with Stalin. Truman didnt have the ability to dig in his heels against Churchills agenda. Since Truman had rarely directly dealt with Churchill, he was not as familiar with the complexity of Churchills character, or the ambivalent nature of his policies. Churchill had strong character traits and a bully-like manor, when it came to negotiating policy. Truman was an inexperienced statesman compared to Churchill.Show MoreRelatedTruman Doctrine And The Cold War1463 Words   |  6 PagesThe Cold War was one of the most peculiar occurrences in human history, which endured almost fifty years and all those years was the dominant characteristic of international relations. It was a period of indirect confrontation between two, at the time(1945-1989), most powerfull countries in the world- the Soviet Union and the United States of America. However, there is no exact and precise date of the beginning of the war, as it started gradually, with the contribution of many different causes.Read MoreTruman And The Cold War Essay1859 Words   |  8 Pagesï » ¿Truman and the Cold War Response Sheet Part 1: The Truman Doctrine Use Site 1 to answer the following questions. Read paragraph 2 of Trumans speech. 1. Conflicts in what two nations led Truman to make his speech? I do not believe that the American people and the Congress wish to turn a deaf ear to the appeal of the Greek Government. Greece is not a rich country. Lack of  sufficient natural resources has always forced the Greek people to work hard to make both ends meet. Since 1940, this industriousRead MoreDid Truman Cause The Cold War?3373 Words   |  14 Pages Did Truman Cause the Cold War? By: Scott Galati History 1520 Professor Csizmadia May 5, 2015 To begin, on April 12th of 1945, Harry S Truman became President of the United States. Unfortunately not everyone was elated by the turnout of the election and his victory was met with much criticism. Infact, there was great controversy over Trumans win, much of society worried that he would not be fit to lead our country. He was unaware of how to deal with foreign affairs and, knew close to nothingRead MoreTruman Caused the Cold War Essay2113 Words   |  9 PagesWhen discussing the Cold War, there are two questions that never fail to come up: When did it start? And, when did it end? While the latter is more difficult to pinpoint, there is a clear starting point for the Cold War. Most arguments for the beginning are in fact post WWII events and nothing more. As the Cold War progressed there is much blame to go around, but it started with President Truman. With fear of the United States falling back into the Depression, President Truman used post WWII falloutRead MorePresident Truma n s The Cold War948 Words   |  4 Pagesbegin a war with the Soviet Union. He also created alliances with Europe, which was a contrast to the past as a result of from the time of Washington’s Farewell Address, Americans have strongly favored avoiding all foreign entanglements. He additionally was condemned by the paranoia created by the red scare, ordering the investigations of three million federal employees for â€Å"security risks.† Truman’s presidency set the stage for the remainder of the cold war. The beginning of the cold war raised theRead MoreCold War Politics During The Truman Years2038 Words   |  9 PagesChapter 26 Elizabeth Modesto 1A Cold War Politics in the Truman Years Questions Notes Why was Helen a surprise to most of the political party? †¢ Congresswoman Helen Gahagan was a person who stood out in the predominately male senate house. She also was a Broadway star prior to her current occupation. o Helen served in the congress when the nation was about to take a drastic change in course in foreign policy and when the destiny of the New Deal was at stake. o Her and her husband wereRead MoreWas President Truman Responsible for the Cold War? Essay1105 Words   |  5 PagesPresident Harry Truman came into office right at the end of World War II, after the death of President Franklin Roosevelt. Almost immediately after becoming president, Truman learned of the Manhattan Project, and had to decide whether or not to use the atomic bomb. With the advice of James Byrnes, Secretary of State, Truman decided to drop two atomic bombs on Japan, in part to demonstrate America’s power to the world and gain a political advantage in Europe (Offner 294). After World War II ended, thereRead MoreEssay about Was Truman Responsible for the Cold War?1318 Words   |  6 Pages â€Å"Was Truman Responsible for the Cold War†, well, according to author Arnold A. Offner, his simplistic answer is an obvious â€Å"yes.† â€Å"Taking Sides† is a controversial aspect of the author’s interpretation for justifying his position an d perception of â€Å"Truman’s† actions. This political approach is situated around the â€Å"Cold War† era in which the author scrutinizes, delineates, and ridicules his opponents by claiming â€Å"I have an ace in the hole and one showing† (SoRelle 313). Both authors provide theRead MoreTruman Was The Biggest Catalyst For Igniting The Cold War With The Soviet Union1045 Words   |  5 PagesHarry S. Truman was the biggest catalyst for igniting and sustaining the Cold War with the Soviet Union. Truman began his attempts to intimidate Joseph Stalin and the Soviet Union as early as the end of World War II, by dropping atom bombs on Hiroshima and Nagasaki to display his nuclear power. He continued to use nuclear weapons to intimidate his opponent by authorizing the construction of the hydrogen bomb in 1950. During the same year, Truman signed the National Security Council Paper Number 68Read MoreTruman s President Was Extremely Significant During The Col d War1870 Words   |  8 PagesHarry S Truman President was extremely significant during the years 1945-1953 and after succeeding Roosevelt in 1945, faced a huge task in attempting to rebuild post war Europe. His impact on international relations was key as he bridged the gap between the end of WW2 and the beginning of the Cold War. Despite becoming aware of the Nuclear weapon at Potsdam, it was not until Truman announced that he was going to use it on the Japanese did the fight for balance of power intensify. The Berlin Airlift

Inclusion in Our Public Schools Essay - 640 Words

Retard, mentally handicapped, mentally disabled, special, mentally challenged, these are just a few of the names we have all heard in reference to individuals who have disabilities. Despite the ongoing war against what to call these people, an even bigger war wages upon the notion of letting these children into normal classes or not. The war over total inclusion has been on the front line for well over forty years, and no end is in sight. The definition of inclusion is stated by Robert Fieldman and Pearson Education as the integration of all students, even those with the most severe disabilities, into regular classrooms and all other aspects of school and community life. This means that separate special education programs would cease†¦show more content†¦254-255). Then in 1975 the Education for All Handicapped Children Act was passed, which was renamed in 1990 as IDEA standing for Individuals with Disabilities Education Act. This Act states in summary that all children with disabilities in both private and public schools be put in separate facilities and receive schooling separately only if the severity or nature of their disability will keep them from successfully receiving a satisfactory education in regular classes. This act is still in place today. Some of the arguments for and against inclusion are as follows: Some say that putting the handicapped in a regular class is the only way to prepare them for mainstream life, but at the same, time teachers do not all have the proper training for teaching special education. Some fight for equal opportunity for all while others say it is not equal opportunity if the other normal children are distracted and can not learn. Advocates of inclusion such as CSIE, the Center for Studies on Inclusion Education, say that putting the disabled in regular classes makes them feel comfortable, normal, accepted, like they fit in, and it boosts their self esteem (web site). Others say it takes needed attention away from theShow MoreRelatedEssay On Social Justice1369 Words   |  6 Pagesexploring our individual roles and consciously recognizing the unjust structures around us, then taking action to alleviate or eradicate those structures. Social justice is working toward social change. These inequa lities can be seen in instances of income disparity, sex or gender based prejudice, racial discrimination, and lack of access to public goods and services like education or housing. One social justice issue affecting society today is educational inclusion. The term â€Å"inclusion† can applyRead MoreH. Research Paper.1378 Words 6 Pages. Research Paper. Inclusive1389 Words   |  6 PagesInclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. The educational practice known as, full inclusion may have negative effects on the self-esteem of a special needs child. In 1975, Congress passed the Education for All Handicapped Children Act, also known as Public Law94-142. Before this law came into effectRead More Research Paper1375 Words   |  6 PagesInclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. The educational practice known as, full inclusion may have negative effects on the self-esteem of a special needs child. In 1975, Congress passed the Education for All Handicapped Children Act, also known as Public Law94-142. Before this law came into effectRead MoreEssay about Full Inclusion in US Classrooms766 Words   |  4 Pagesor emotional impairments were sent to be educated in residential institutions or asylums. (Issues about Change) Parents and family of those with disabilities put pressure on our government and legislation to develop and provide equal access to education by way of mainstreaming or special education. Section 504 of Public Law 93-112 passed in 1973 had far reaching effect on exclusion and discrimination. (Gollnick and Chinn p. 168) This law did for those with disabilities that Title IX did for femalesRead MoreInclusion For Students With Special Needs1512 Words   |  7 Pagesbeen a long debate for many years over the topic of inclusion. Inclusive education is defined as students with disabilities, being supported in age appropriate general education classrooms, at their home school, and receiving specialized instruction as needed per the student’s IEP (Individualized Education Program) within the general education class curriculum and activities. Inclusion is there to help student with special needs in attending school regularly with their friends and peers while beingRead MoreEssay about Research Report1006 Words   |  5 Pagesstudents, either through special schools or home-based tutoring, was justified for various reasons. Separate schools provided specialized services, tailored to meet the educational needs of children with a specific type of handicap. Moreover, this freed the regular public schools of having to provide services and infrastructure needs of the disabled student population (Circle of Inclusion Project, 2003). More recently, there has been a movement towards full inclusion--integrating students withRead MoreInclusion in the Public School Classroom Essay1537 Words   |  7 PagesInclusion in the Public School Classroom What do we do with children with disabilities in the public school? Do we include them in the general education class with the â€Å"regular† learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where childrenRead MoreThe Positive Aspects Of Inclusive Education828 Words   |  4 Pagesdisabilities were excluded from public schools. The Individuals with Disabilities Education Act (IDEA) mandated free, appropriate public education for all students with disabilities. The articles in Unit one focus on the positive aspects and the negative aspects of Inclusive Education. Karen Freiberg insists that teamwork is a necessity between general education teachers and special education teachers for inclusion to work effectively. She also states that within a school everyone must be committedRead MoreSchool Districts Are Financially Struggling And Looking For Ways For Saving Money961 Words   |  4 PagesSchool districts are financially struggling and looking for ways to save money. One of the methods that they have implemented is to decrease the number of students in Special Education classes by using inclusion, also called mainstreaming, by having the students included in general education classes. A districts Average Per Pupil Expenditure (APPE) can vary significantly for Special Education. The services are defined in each student’s Individual Education Plan (IEP). Whereas one student’s IEPRead MoreThe Reflection Of Francis Bellamys Pledge Of Allegiance1092 Words   |  5 Pagesdid not include this phrase Americans question the true historical value of it. The inclusion of â€Å"under God† was the last of five alterations to The Pledge of Allegiance, an alteration that created an issue for a seemingly small amount of Americans, but an issue nonetheless. Americans from different religious backgrounds found that this inclusion infringed on their rights, especially in systems such as public schools, where the Pledge of Allegiance is recited daily. Expecting a person to recite god

Malaysia Education Trend Free Essays

Historical background of higher education Ever since the Federation of Malaya gained independence in 1957, theMalaysian education system has been developing so as to unify the nationstateand to promote economic growth. The Education Act of 1961,which followed educational reform efforts such as the Razak Statementof 1956 and the Rahman Talib Report of 1960, has governed the moderneducation system in Malaysia. These educational reforms correlated withsocioeconomic conditions. We will write a custom essay sample on Malaysia Education Trend or any similar topic only for you Order Now In the early 1970s, the New Economic Policy(NEP 1971), or Bumiputera Policy, was implemented. The NEP aimedto bring about a better balance in enrollment among the different ethnicgroups in Malaysia. 1 It resulted in a steady increase in the number ofBumiputera students in Malaysian universities. Furthermore, since theearly 1970s, the Malaysian government has sought to make more effectiveuse of the nation’s Malay human resources in the process of economicdevelopment, and the percentage of Malay students at every educationallevel has increased steadily. Basically, the Malaysian education system follows a 6-3-2 structure,with six years of primary school, three years of lower secondary school,and two years of upper secondary school (see Appendix 1). Eleven yearsof basic education are provided to all citizens. However, the highereducationsystem has been limited to the elite citizens of the country. Performance in the public examination, known as the SPM (SijilPelajaranMalsyaia/Malaysia Certicate of Education), which is taken after theeleventh year of school, determines whether FormIV students can enterpost-secondary education (matriculation, or six Form). Until the mid-1990s,the Malaysian government encouraged students to study overseas in theU. K. , the U. S. , Australia, or Japan. The 1st phase of the establishment of public universities started in1969 under the Universities and University Colleges Act. During this time,UniversitiSains Malaysia (USM 1969), UniversitiKebangsaan Malaysia(UKM 1970), UniversitiPertanian Malaysia (UPM 1971), and UniversitiTeknologi Malaysia (UTM 1975) were established (see Table 1). Moreover,four public universities were established during the second phase (fromThe Ministry of Higher Education (MOHE) was created on 27 March 2004 to take charge of higher education in Malaysia which involves more than 900,000 students pursuing higher education in 20 public universities, 33 private universities and university colleges, 4 foreign university branch campuses, 22 polytechnics, 37 community colleges and about 500 private colleges. The MOHE’s mission is to create a higher education environment that will foster the development of academic and institutional excellence. It is in line with the vision of the government to make Malaysia a centre of educational excellence and to internationalise of Malaysian education. Higher educational reform and the roles of private universities in the mid-1990sIn the mid-1990s, four educational acts were implemented: the EducationAct of 1995, the 1995 Amendments to the University and UniversityColleges Act of 1971 (1995 Amendments to the UUCA 1971), the PrivateHigher Education Institutions Act of 1996 (PHEIA 1996), and the NationalCouncil on Higher Education Act of 1996 (NCHEA 1996). With theimplementation of the Private Higher Education Institutions Act of 1996,the private sector increased its involvement in providing tertiary education(Malaysia 2001). The Act allowed private institutions of higher educationand foreign universities to establish franchises and degree courses. Inparticular, private-sector universities were encouraged to offer science andtechnology courses in order to increase enrollment at higher-educationalinstitutions and to produce a greater number of highly skilled graduates(Malaysia 1998: 122). Six private universities, Malaysia Multimedia University (MMU), UniversitiTenagaNasional (Uniten), UniversitiTeknologiPertonas (UTP),UniversitiTunAdbul Razak (Unitar), International Medical University(IMU), and UniversitiIndustri Selangor (Unisel), began offering degreelevelcourses in engineering, business studies, medicine, and multimedia. Since that time, the number of private universities has increased, as seenin Table 2. IT-focused universities from both public and private sectors,such as Universiti Putra Malaysia (UPM), UniversitiKebangsaan Malaysia(UKM), Multimedia University, and UniversitiTenaga (Uniten), operatein the MSC (see Table 2). Their challenging cases will be examined as follows:the case studies of the Malaysia Multimedia University as the newlyestablished core university of MSC at 1st; second, the Malaysia NationalUniversity as the traditional university which might have some difficultiesin attempting the new challenges; and third, University Malaysia Sarawak(Unimas) which shows a need for distance learning because of its locationon the island of Borneo. Malaysia Multimedia University (MMU) as a pioneerMalaysia Multimedia University (MMU) was established as the core institutionof the MSC in July 996, and was the 1stst private university to begiven accreditation by the government. MMU has two campuses that offerfaculty in several fields: technology, IT, creative multimedia, and administration at the Cyberjaya Campus in the MSC; and technology, informationscience technology, business, and law at the Malacca campus. There are9,000 undergraduate and post-graduate students, including foreign studentsfrom 31 cou ntries (e. g. , Brunei, Sudan, Bosnia, Malawi, Tanzania, India,Sri Lanka, Bangladesh, Indonesia, Turkey, China, Thailand, and Guinea 4)enrolled in MMU. MMU uses English as the language of instruction. Knowledge-Campus (K-Campus) projects of UniversitiKebangsaan MalaysiaNot only newly established universities, but also the nine historical universities(public universities established before 1994) conduct IT-relatedprojects. All nine public universities have embarked on open- or distancelearningprograms (Siowek-Lee and Rinalia 1998). UniversitiKebangsaanMalaysia (UKM, Malaysia National University), one of the most prestigiousuniversities in Malaysia, formed a special ICT committee to implementthe blueprint of ICT projects and established the Faculty of Information. Distance learning: the case of Unimas, Sarawak University Malaysia Sarawak (Unimas), which is not located on the MalayPeninsula but on the island of Borneo, established its Faculty of InformationTechnology in 1993. By July 1994, the faculty offered undergraduateprograms in software engineering, information systems, internetworkingtechnologies, computational science, and interactive multimedia. Therewere 34 students at the undergraduate level and a few at the post-graduatelevel in 1994; by July 1995, the 1st Master’s students in IT graduatedfrom Unimas. The computational science program was introduced duringthe 1995-96 academic year; the joint program in cognitive science, offeredby the Faculty of Cognitive Science and Human Development and theFaculty of Information Technology, began in 1996. Unimas, in collaboration with KolejLatihan Telekom (Telekom TrainingCollege), has begun offering diploma programs in multimedia (businessand computing) and in multimedia technology, which have been accreditedby the LembagaAkreditasi Negara (National Accreditation Board) (1 March2000). Moreover, the Network Multimedia Education System (NMES) waslaunched in October 2002. In the process of achieving a developed nation status by the year 2020, one of the challenges facing thegovernment is how to provide higher education for all levels of society. One solution is to use technology as anenabler to make available education to the masses. Universities are taking up the challenge by updating thecontent of their programmes but more importantly,utilising the latest technologies to improve the deliverysystems. One of the most talked about emerging delivery systems is Open and Distance Learning that isfast becoming a viable alternative in providing education to the masses. Open University Malaysia wasestablished on 10 August 2000 in response to the government’s call for the democratisation ofeducation. Although it has the status of a private university, OUM is owned by 11 public universities inthe country. As an open learning institution, OUM subscribes to the following principles:Flexible entry requirements to provide moreopportunities for all members of the society to pursue tertiary education; A learner-friendly flexible academic system wherethe constraints and needs of working adults are well understood; and Adoption of the blended pedagogy mode toenrich learning experiences. Malaysian higher education reform is progressing rapidly because thegovernment needs to develop highly skilled human resources locally toenable the nation to move toward a knowledge society, in the era ofICT. Malaysian public universities had been traditionally restricted to theelite; however, they began to be corporatized in the mid-1990s. Privateuniversities have taken on more important roles in expanding enrollmentand maintaining the quality of higher education in science and technologyrelated to ICT. First, higher education reforms toward a knowledge society are affectingaccess and social selection with respect to ethnic and gender equality. Educational policy implemented since 1969 has provided educationalopportunities to a less privileged population, the Bumiputera. Governmentpolicy can have an effect on aspirations and, thus, the demand forhigher education. This has clearly been the case in Malaysia, which isboth an Islamic and a multicultural country made up of the Malays,Chinese, Indians, and indigenous peoples. The implementation of the NewEconomic Policy (NEP) in 1971, or Bumiputera Policy, attempts to bringabout a better balance in enrolment among the various ethnic groupsand has led to a steady increase in Bumiputera students in Malaysianuniversities. The government of Malaysia has encouraged Bumiputera studentsto pursue science courses in particular. According to the National EconomicRecovery Plan, in addition to maintaining the Bumiputera/non-Bumiputera ratio of 55:45, the Ministry of Education (MOE) is to ensurethat at least 55 percent of Bumiputera students are enrolled in scienceand technology ? elds of study at institutions of higher learning (Malaysia1998:123). This mandate is in response to the growing need for highlyskilled human resources, both to encourage economic growth and to unifythe nation, following its independence in 1957. Female Malaysian students earn better grades, in general, than do maleMalaysian students. Yet, female Malaysian students have experienced difficulties in obtaining higher education in the past. Structural and attitudinalbarriers to the equitable participation of women at the highest educationallevels have existed during the last few decades (Aminah 1998:25). Hence,their past underrepresentation was not a result of their inability but rathertheir cultural backgrounds. As some scholars (Jamilah 1992; Aminah 1994;Fatimah and Aminah 1994; Jamilah 1994; Kamogawa 2003b) have noted,the stereotypical Malaysian way of thinking is that arts and teaching fieldsare suitable for women and that science and technology fields are suitablefor men. Consequently, Malaysian female students have had a tendency tochoose art and educational courses. Higher Education has generated RM 2. 1 billion through 70,259 international students for the year 2008. Ministry of Higher Education came out with the target: 80,000 foreign students by 2010. As at 15 January 2009, 210 out of 434 private higher educational institutions (PHEIs) and all 20 public universities have been licensed to recruit international students. Most of the international students in public universities pursue post graduate degree courses while those in PHEIs pursue both graduate and post graduate degree courses. In 2005, there were 41,559 international students, of which 7,656 were in public universities and 33,903 in PHEIs. The population of international students made up 6. 4% of the total number of students in institutions of higher education. The different divisions under the Department of Higher Education will concentrate on their respective areas in improving the quality of education services and ensuring that programmes offered by the public and private higher educational institutions in Malaysia are of high quality and international standards. In their endeavour to achieve these goals, they have established promotional offices in Dubai, Jakarta, Ho-Chi Minh City and Beijing. A Technical Committee has also been formed to make Malaysia a Centre of Excellence. This committee is chaired by the Minister of Higher Education. A Technical Committee on ‘Edu-Tourism’ was also formed. Other marketing strategies include incentives offered to institutions promoting education overseas; recognition of Malaysian degrees by foreign countries and the establishment of the new national quality agency for both private and public higher educational institutions, i. e. Malaysian Qualifications Agency (MQA). The ultimate aim of all these strategies is to make Malaysia a ‘favoured’ destination for international and local students to pursue their tertiary education besides making education an important export commodity that will generate foreign exchange for the country. How to cite Malaysia Education Trend, Papers

Mr Essays - Fast Food, Burger King, Fast Food Restaurant, Menu

Using Porter?s five forces model to analyze the fast food industry comes down to; first is the threat of the entry of new competitors. The threat of the entry of new competitors for example, like McDonald?s there will be other fast food restaurants like, Burger King, Wendys, and Jack in the Box, who are all competing against each other to see who?s the best restaurant and the best food. Second there is the intensity of competitive rivalry, which is a powerful competitive strategy and also how they advertise their products. McDonald?s offers different kinds of food compared to other fast food restaurants, by creating their own taste and style. Other fast food restaurants have their own food and style themselves which McDonald?s cannot copy from them. I think that?s what makes it so competitive some people might prefer McDonald?s burgers and others might prefer Burger King burgers. Thirdly we have the threat of substitute products or services. Some people have their own opinion?s by sa ying McDonald?s offer foods that are really fattening, so they would move onto other fast food restaurants that may provide healthier foods. It?s just some way to substitute McDonald?s food with other fast food restaurants. Even prices can affect this force, some places will be cheaper and some more expensive. That is Next is the bargaining power of customers, which affects the customers because of the prices offered by other restaurants. An example of this would be the dollar menu for McDonald?s,...

Battle of Sedan in Franco-Prussian War

Battle of Sedan in Franco-Prussian War The Battle of Sedan was fought September 1, 1870, during the Franco-Prussian War (1870-1871). With the beginning of the conflict, Prussian forces won several quick victories and besieged Metz. Moving to lift this siege, Marshal Patrice de MacMahons Army of Chà ¢lons, accompanied by Emperor Napoleon III, engaged the enemy at Beaumont on August 30, but suffered a setback. Falling back on the fortress city of Sedan, the French were pinned in place by Field Marshal Helmuth von Moltkes Prussians and then encircled. Unable to break out, Napoleon III was forced to surrender. While a stunning victory for the Prussians, the French leaders capture precluded a quick end to the conflict as a new government was formed in Paris to continue the fight. Background Beginning in July 1870, the early actions of the Franco-Prussian War saw the French routinely bested by their better-equipped and trained neighbors to the east. Defeated at Gravelotte on August 18, Marshal Franà §ois Achille Bazaines Army of the Rhine fell back to Metz, where it was quickly besieged by elements of the Prussian First and Second Armies. Responding to the crisis, Emperor Napoleon III moved north with Marshal Patrice de MacMahons Army of Chà ¢lons. It was their intention to move northeast towards Belgium before turning south to link up with Bazaine. Plagued by poor weather and roads, the Army of Chà ¢lons exhausted itself during the march. Alerted to the French advance, the Prussian commander, Field Marshal Helmuth von Moltke, began directing troops to intercept Napoleon and McMahon. On August 30, troops under Prince George of Saxony attacked and defeated the French at the Battle of Beaumont. Hoping to re-form after this setback, MacMahon fell back to the fortress town of Sedan. Surrounded by high ground and hemmed in by the Meuse River, Sedan was a poor choice from a defensive standpoint. Battle of Sedan Conflict: Franco-Prussian War (1870-1871)Dates: September 1-2, 1870Armies Commanders:PrussiaWilhelm IField Marshal Helmuth von Moltke200,000 menFranceNapoleon IIIMarshal Patrice MacMahonGeneral Emmanuel Fà ©lix de WimpffenGeneral Auguste-Alexandre Ducrot120,000 menCasualties:Prussians: 1,310 killed, 6,443 wounded, 2,107 missingFrance: 3,220 killed, 14,811 wounded, 104,000 captured Count Helmuth von Moltke. Public Domain Prussians Advance Seeing an opportunity to inflict a crippling blow on the French, Moltke exclaimed, Now we have them in the mousetrap! Advancing on Sedan, he ordered forces to engage the French to pin them in place while additional troops moved west and north to encircle the town. Early on September 1, Bavarian troops under General Ludwig von der Tann began crossing the Meuse and probed towards the village of Bazeilles. Entering the town, they met French troops from General Barthelemy Lebruns XII Corps. As fighting began, the Bavarians battled the elite Infanterie de Marine which had barricaded several streets and buildings (Map). Fighting at La Moncelle during the Battle of Sedan. Public Domain Joined by VII Saxon Corps which pressed towards the village of La Moncelle to the north along Givonne creek, the Bavarians fought through the early morning hours. Around 6:00 AM, the morning mist began to lift allowing Bavarian batteries to open fire on the villages. Using new breech-loading guns, they began a devastating barrage which forced the French to abandon La Moncelle. Despite this success, von der Tann continued to struggle at Bazeilles and committed additional reserves. The French situation quickly worsened when their command structure was shattered. French Confusion When MacMahon was wounded early in the fighting, command of the army fell to General Auguste-Alexandre Ducrot who initiated orders for a retreat from Sedan. Though a retreat earlier in the morning may have been successful, the Prussian flanking march was well underway by this point. Ducrots command was cut short by the arrival of General Emmanuel Fà ©lix de Wimpffen. Arriving at headquarters, Wimpffen possessed a special commission to take over the Army of Chà ¢lons in the event of MacMahons incapacitation. Relieving Ducrot, he immediately canceled the retreat order and prepared to continue the fight. Completing the Trap These command changes and the series of countermanded orders worked to weaken the French defense along the Givonne. By 9:00 AM, fighting was raging all along the Givonne from Bazeilles north. With the Prussians advancing, Ducrots I Corps and Lebruns XII Corps mounted a massive counterattack. Pushing forward, they regained lost ground until the Saxons were reinforced. Backed by nearly 100 guns, Saxon, Bavarian, and Prussian troops shattered the French advance with a massive bombardment and heavy rifle fire. At Bazeilles, the French were finally overcome and forced to cede the village. This, along with the loss of the other villages along the Givonne, compelled the French to establish a new line west of the stream. During the morning, as the French focused on the battle along the Givonne, Prussian troops under Crown Prince Frederick moved to encircle Sedan. Crossing the Meuse around 7:30 AM, they pushed north. Receiving orders from Moltke, he pushed V and XI Corps into St. Menges to completely surround the enemy. Entering the village, they caught the French by surprise. Responding to the Prussian threat, the French mounted a cavalry charge but were cut down by enemy artillery. Map of the Battle of Sedan, 10 A.M., September 1, 1870. Public Domain French Defeat By midday, the Prussians had completed their encirclement of the French and had effectively won the battle. Having silenced the French guns with fire from 71 batteries, they easily turned back a French cavalry assault led by General Jean-Auguste Margueritte. Seeing no alternative, Napoleon ordered a white flag raised early in the afternoon. Still in command of the army, Wimpffen countermanded the order and his men continued to resist. Massing his troops, he directed a breakout attempt near Balan to the south. Storming forward, the French nearly overwhelmed the enemy before being turned back. Late that afternoon, Napoleon asserted himself and overrode Wimpffen. Seeing no reason to continue the slaughter, he opened surrender talks with the Prussians. Moltke was stunned to learn that he had captured the French leader, as were King Wilhelm I and Chancellor Otto von Bismarck, who were at headquarters. The following morning, Napoleon met Bismarck on the road to Moltkes headquarters and officially surrendered the entire army. Aftermath In the course of the fighting, the French incurred around 17,000 killed and wounded as well as 21,000 captured. The remainder of the army was captured following its surrender. Prussian casualties totaled 1,310 killed, 6,443 wounded, 2,107 missing. Though a stunning victory for the Prussians, Napoleons capture meant that France had no government with which to negotiate a quick peace. Two days after the battle, leaders in Paris formed the Third Republic and sought to continue the conflict. As a result, Prussian forces advanced on Paris and laid siege on September 19.

Behistun Inscription - Message to the Persian Empire

Behistun Inscription - Message to the Persian Empire The Behistun inscription (also spelled Bisitun or Bisotun and typically abbreviated as DB for Darius Bisitun) is a 6th century BCE Persian Empire carving. The ancient billboard includes four panels of cuneiform writing around a set of three-dimensional figures, cut deep into a limestone cliff. The figures are carved 300 feet (90 meters) above the Royal Road of the Achaemenids, known today as the Kermanshah-Tehran highway in Iran. Fast Facts: Behistun Steel Name of Work:  Behistun InscriptionArtist or Architect: Darius the Great, ruled 522–486 BCEStyle/Movement: Parallel CuneiformTextPeriod: Persian EmpireHeight: 120 feetWidth: 125 feetType of Work: Carved inscriptionCreated/Built: 520–518 BCEMedium: Carved Limestone BedrockLocation: Near Bisotun, IranOffbeat Fact: The earliest known example of political propagandaLanguages: Old Persian, Elamite, Akkadian The carving is located near the town of Bisotun, Iran, about 310 miles (500 kilometers) from Tehran and about 18 mi (30 km) from Kermanshah. The figures show the crowned Persian king Darius I stepping on Guatama (his predecessor and rival) and nine rebel leaders standing before him connected by ropes around their necks. The figures measures some 60x10.5 ft (18x3.2 m) and the four panels of text more than double the overall size, creating an irregular rectangle of approximately 200x120 ft (60x35 m), with the lowest part of the carving some 125 ft (38 m) above the road. Behistun Text The writing on the Behistun inscription, like the Rosetta Stone, is a parallel text, a type of linguistic text that consists of two or more strings of written language placed alongside each other so they can be easily compared. The Behistun inscription is recorded in three different languages: in this case, cuneiform versions of Old Persian, Elamite, and a form of Neo-Babylonian called Akkadian. Like the Rosetta Stone, the Behistun text greatly assisted in the decipherment of those ancient languages: the inscription includes the earliest known use of Old Persian, a sub-branch of Indo-Iranian. A version of the Behistun inscription written in Aramaic (the same language of the Dead Sea Scrolls) was discovered on a papyrus scroll in Egypt, probably written during the early years of the reign of Darius II, about a century after the DB was carved into the rocks. See Tavernier (2001) for more specifics about the Aramaic script. Royal Propaganda The text of the Behistun inscription describes the early military campaigns of the Achaemenid rule King Darius I (522–486 BCE). The inscription, carved shortly after Dariuss accession to the throne between 520 and 518 BCE, give autobiographical, historical, royal and religious information about Darius: the Behistun text is one of several pieces of propaganda establishing Dariuss right to rule. The text also includes Dariuss genealogy, a list of the ethnic groups subject to him, how his accession occurred, several failed revolts against him, a list of his royal virtues, instructions to future generations and how the text was created.   So, What Does it Mean? Most scholars agree that the Behistun inscription is a bit of political bragging. Dariuss main purpose was to establish the legitimacy of his claim to Cyrus the Greats throne, to which he had no blood connection. Other bits of Dariuss braggadocio are found in others of these trilingual passages, as well as big architectural projects at Persepolis and Susa, and the burial places of Cyrus at Pasargadae and his own at Naqsh-i-Rustam. Historian Jennifer Finn (2011) noted that the location of the cuneiform is too far above the road to be read, and few people were likely literate in any language anyway when the inscription was made. She suggests that the written portion was meant not only for public consumption but that there was likely a ritual component, that the text was a message to the cosmos about the king. Translations and Interpretations Henry Rawlinson is credited with the first successful translation in English, scrambling up the cliff in 1835, and publishing his text in 1851. The 19th-century Persian scholar Mohammad Hasan Khan Etemad al-Saltaneh (1843–96) published the first Persian translation of the Behistun translation. He noted but disputed the then-current idea that Darius or Dara might have been matched to King Lohrasp of the Zoroastrian religious and Persian epic traditions.   Israeli historian Nadav Naaman has suggested (2015) that the Behistun inscription may have been a source for the Old Testament story of Abrahams victory over the four powerful Near Eastern kings. Sources Alibaigi, Sajjad, Kamal Aldin Niknami, and Shokouh Khosravi. The Location of the Parthian City of Bagistana in Bistoun, Kermanshah: A Proposal. Iranica Antiqua 47 (2011): 117–31. Print.Briant, Pierre. History of the Persian Empire (550–330 BC). Forgotten Empire: The World of Ancient Persia. Eds. Curtis, John E., and Nigel Tallis. Berkeley: University of California Press, 2005. 12–17. Print.Daryaee, Touraj. Persianate Contribution to the Study of Antiquity: Etemad Al-Saltanehs Nativisation of the Qajars. Iran 54.1 (2016): 39–45. Print.Ebeling, Signe Oksefjell, and Jarie Ebeling. From Babylon to Bergen: On the Usefulness of Aligned Texts. Bergen Language and Linguistics Studies 3.1 (2013): 23–42. Print.Finn, Jennifer. Gods, Kings, Men: Trilingual Inscriptions and Symbolic Visualizations in the Achaemenid Empire. Ars Orientalis 41 (2011): 219–75. Print.Naaman, Nadav. Abrahams Victory over the Kings of the Four Quadrants in Light of Darius Is Bis itun Inscription. Tel Aviv 42.1 (2015): 72–88. Print. Olmstead, A. T. Darius and His Behistun Inscription. The American Journal of Semitic Languages and Literatures 55.4 (1938): 392–416. Print.Rawlinson, H. C. Memoir on the Babylonian and Assyrian Inscriptions. Journal of the Royal Asiatic Society of Great Britain and Ireland 14 (1851): i–16. Print.Tavernier, Jan. An Achaemenid Royal Inscription: The Text of Paragraph 13 of the Aramaic Version of the Bisitun Inscription. Journal of Near Eastern Studies 60.3 (2001): 61–176. Print.Wilson-Wright, Aren. From Persepolis to Jerusalem: A Reevaluation of Old Persian-Hebrew Contact in the Achaemenid Period. Vetus Testamentum 65.1 (2015): 152–67. Print.

Environment of business (globalisation) Essay Example | Topics and Well Written Essays - 2500 words

Environment of business (globalisation) - Essay Example The admission of the overseas traders in to the less developed economies is an advantage, though it presents a number of troubles. The two main drivers towards this recent increase in globalization have been opinionated as well as industrial aspects. They have led to the flourishing of trade between countries globally. â€Å"Beginning from 1950s, globalization of industries increased at a high rate† (Griffiths and Wall, 2007 p. 37). This essay gives a critical analysis of two of the main drivers of this wave, which are political forces and technological aspects. The driving force towards adopting the various forms of globalization and the consequences of these options as well as the benefits and disadvantages of globalization have been discussed. Several examples of globalization have been highlighted. In the early 1950s, leaders especially from the developed economies needed to build up scheme of making certain that a war of such intensity could never recur. This had to be realized through removal of the barriers that formed impediments to trade in order to boost success and increase interdependence amongst nations globally. Mainly the powerful were involved in developing frameworks for international trade and investment through agreements. They established key global institutions. According to (Barry 2008 p. 91), â€Å"These political powers promoted international treaties that were aimed at upholding international trade through tariff reductions and encouragement of free trade amongst its members. Barry (2008 p. 91) further states that, â€Å"By 1994, its membership included more than 100 member states†. Through it, there was a major reduction in the restrictions that hampered trade before it was established. Such restrictions included a minimum quantity of what was to be traded. Held and Mcgrew, (2000 p.18) observe that â€Å"GATT membership kept on rising, and in 1995, it was transformed in to World Trade Organization†. This was transformation was a step taken

The Rusty Time Essay Example | Topics and Well Written Essays - 1250 words

The Rusty Time - Essay Example His father was getting more and more concerned, because Michael wasn’t the sociable little boy he used to be. As if he closed himself from the whole world, even him, his own father. No matter what he did, what he offered, Michael would bleakly, yet determinedly thank him, then refuse. He went downstairs and clicked on the big screen on the wall of the kitchen. A computerized voice greeted him facelessly, and asked what he would like to have for breakfast. He chose eggs and toast. The buzzing of machines wasn’t as loud as it was before they installed the newest Cook-O-Master. He thought to himself that his wife would have loved not having to cook anymore, but just indulge in her painting and taking care of Michael and him. He sighed and took the freshly prepared breakfast tray that the table produced before him. Michael stopped crying, but the sadness was all too visible in his demeanor. He went downstairs and joined his father at the table. He wanted no breakfast. †Å"Please, dad†¦ can we try it? Just once, I believe it is possible,† Michael started. â€Å"Mike, we’ve already had this discussion. You are putting me in an awful situation having to say no over and over again. I told you, even if we did try the procedure, it is questionable whether it would work. You know that the machine transports only live matter,† his father spoke calmly, feeling tired and heartbroken having to discuss a painful thing again. â€Å"I read somewhere that new additions are made to the machine and that they managed to transport some parts of clothing†¦ Dad, we can try, we have money now, I know†¦Ã¢â‚¬  â€Å"Michael,† his father’s voice was getting louder and more resolute, â€Å"You know it is impossible to transport money through time†¦ and you know†¦ I feel it’s my fault that we couldn’t afford to pay for your mother’s operation†¦ We could have saved her life†¦ If onlyà ¢â‚¬ ¦Ã¢â‚¬  He buried his face into his hands and went silent. Michael felt bad and hugged his father soothingly. â€Å"Dad†¦ dad†¦ it’s not your fault†¦ you couldn’t have known we would win the lottery†¦ we had no money†¦ it was†¦ it wasn’t your fault, dad, it wasn’t†¦Ã¢â‚¬  â€Å"It was, Mike, it was†¦ I am the provider, at least†¦ I was supposed to be, and I couldn’t provide your mother with the treatment†¦ it is my fault... my fault†¦Ã¢â‚¬  â€Å"No, dad†¦ listen, we can try, I read†¦ I read somewhere†¦ let’s try, we have money, we can afford it now. You can go, and pay†¦ pay everything they ask†¦ just bring mom back, please, dad, please†¦Ã¢â‚¬  Michael was crying in his father’s arms. His father was crushed by the weight of his guilt. He didn’t want to raise their hopes up, only for them to be shattered like glass. It would be like losing her again. And he wasn’t strong enough to go through that pain again. Not again. But, looking at his son, he felt stronger. Maybe, he thought to himself, maybe it is possible. If I make a few phone calls, maybe someone does know something. Having made several phone calls, he turned to Michael, who was looking at him with puppy dog eyes. â€Å"Alright, son, they said that they did manage to transport several pieces of cloth to the past. And, they said they are willing to give it a try, provided we pay them enough†¦Ã¢â‚¬  Michael jumped into his father’s arms. â€Å"But, Mike, Mike†¦ Promise me that you won’

An Analysis of Two Scenes in F. Scott Fitzgeralds The Great Gatsby Es

An Analysis of Two Scenes in F. Scott Fitzgerald's The Great Gatsby      Ã‚  Ã‚  Ã‚  Ã‚   Juxtaposing two scenes in a narrative allows them to be easily compared and contrasted.   In F. Scott Fitzgerald's novel The Great Gatsby, two such scenes require specific attention.   The impromptu party that is thrown by Tom Buchanan and his mistress, Myrtle Wilson, followed immediately by Jay Gatsby's party at his house, call for the attention of the reader because of the implications of these contiguous scenes.   The result of analyzing the two scenes is that one can infer certain qualities of each man's character.   By paying specific detail to the dà ©cor of the parties, the respect that each character commands from people at their parties, the guests who arrive at the parties, and the overall purpose of hosting the party, one can deduce that Tom and Gatsby are polar opposites. The first element of the parties that should be examined is the dà ©cor of Myrtle Wilson's apartment compared to that of Gatsby's house.   In the first line describing the apartment, the narrator, Nick Carraway, informs the reader of the lack of comfort in the apartment and the ensuing awkwardness of the setting: "The apartment was on the top floor - a small living room, a small dining room, a small bedroom and a bath" (33).   Nick's description makes it amazingly clear to the reader how unhappy and unpleasant the situation was, not only for himself, but for Tom and Myrtle, as well as the other guests in attendance, Catherine, Myrtle's sister, and the McKees, neighbors who live in the same building.   One can imagine the walls virtually closing in because of the overcrowding furniture, the overpowering size and strength of Tom and his ego, and the oversized picture of Myrtle's ... ...orks Cited and Consulted    Allen, Joan. "The Great Gatsby" and Modern Times. Urbana: U of Illinois P, 1994.    deKoster, Katie, ed. Readings on "The Great Gatsby." San Diego: Greenhaven, 1998.    Higgins, John A. F. Scott Fitzgerald: A Study of the Stories. New York: St. John's UP, 1971.    Hindus, Milton. F. Scott Fitzgerald: An Introduction and Interpretation. New York: Holt, Rinehart and Winston, 1968.    Matterson, Stephen.   "The Great Gatsby."   London: Macmillan, 1990.    Pelzer, Linda Claycomb. Student Companion to F. Scott Fitzgerald. Westport, CT: Greenwood P, 2000.    Piper, Henry Dan. F. Scott Fitzgerald: A Critical Portrait. New York: Holt, Rinehart and Winston, 1965.    Zhang, Aiping. Enchanted Places: The Use of Setting in F. Scott Fitzgerald's Fiction. Westport, CT: Greenwood P, 1997.    An Analysis of Two Scenes in F. Scott Fitzgerald's The Great Gatsby Es An Analysis of Two Scenes in F. Scott Fitzgerald's The Great Gatsby      Ã‚  Ã‚  Ã‚  Ã‚   Juxtaposing two scenes in a narrative allows them to be easily compared and contrasted.   In F. Scott Fitzgerald's novel The Great Gatsby, two such scenes require specific attention.   The impromptu party that is thrown by Tom Buchanan and his mistress, Myrtle Wilson, followed immediately by Jay Gatsby's party at his house, call for the attention of the reader because of the implications of these contiguous scenes.   The result of analyzing the two scenes is that one can infer certain qualities of each man's character.   By paying specific detail to the dà ©cor of the parties, the respect that each character commands from people at their parties, the guests who arrive at the parties, and the overall purpose of hosting the party, one can deduce that Tom and Gatsby are polar opposites. The first element of the parties that should be examined is the dà ©cor of Myrtle Wilson's apartment compared to that of Gatsby's house.   In the first line describing the apartment, the narrator, Nick Carraway, informs the reader of the lack of comfort in the apartment and the ensuing awkwardness of the setting: "The apartment was on the top floor - a small living room, a small dining room, a small bedroom and a bath" (33).   Nick's description makes it amazingly clear to the reader how unhappy and unpleasant the situation was, not only for himself, but for Tom and Myrtle, as well as the other guests in attendance, Catherine, Myrtle's sister, and the McKees, neighbors who live in the same building.   One can imagine the walls virtually closing in because of the overcrowding furniture, the overpowering size and strength of Tom and his ego, and the oversized picture of Myrtle's ... ...orks Cited and Consulted    Allen, Joan. "The Great Gatsby" and Modern Times. Urbana: U of Illinois P, 1994.    deKoster, Katie, ed. Readings on "The Great Gatsby." San Diego: Greenhaven, 1998.    Higgins, John A. F. Scott Fitzgerald: A Study of the Stories. New York: St. John's UP, 1971.    Hindus, Milton. F. Scott Fitzgerald: An Introduction and Interpretation. New York: Holt, Rinehart and Winston, 1968.    Matterson, Stephen.   "The Great Gatsby."   London: Macmillan, 1990.    Pelzer, Linda Claycomb. Student Companion to F. Scott Fitzgerald. Westport, CT: Greenwood P, 2000.    Piper, Henry Dan. F. Scott Fitzgerald: A Critical Portrait. New York: Holt, Rinehart and Winston, 1965.    Zhang, Aiping. Enchanted Places: The Use of Setting in F. Scott Fitzgerald's Fiction. Westport, CT: Greenwood P, 1997.   

Gun Control Is Necessary Essay

Regulation of guns is a necessary action that needs to be taken in order to save lives. Gun control is an effort to stop the rise in violent crime by strengthening laws on the ownership of firearms. Guns should be taken out of the hands of criminals So that the world would be a safe haven for individual to live and enjoy every day of their lives. They are too many adults and kids dying every day because of the use of guns there kids and adults dying from either a stray bullet, drive by shooting, individuals, robbing stores, banks, carrying guns to school, movie theatre. Every day you read the newspapers or even watch the news channel you will always found some died by from the use of a gun Sandy Hook elementary school should be an awakening for the white house to enforce strict rules on guns and who should be in possession of owning guns Certain laws should like the stand your ground law should be forbidden. That is an easy way to take someone life and not be charged for taking that person life. Guns are meant to be by law enforcement, military, and secret service not meant to be used by minors or adults who don’t have a gun license The National Rifle Association (NRA), And the Gun Owners of America (GOA).Should be able to come to an agreement on gun issues and the effect it’s causing to our country The NRA is the nation group dedicated to upholding of the second amendment of the constitution. The NRA policy states that every law-abiding citizen is entitled to the ownership and legal use of firearms, â€Å"The NRA does many things to help [display their beliefs and persuade others to their beliefs. The NRA has a strong pull on legislation because it has many lobbyist and supporters in government. The NRA also has groups in congress that’s why everything about gun control is all talks because of the power of the NRA If according to the NRA that every law-abiding citizen should own a gun why not raised the prize on ammunition for the gun so that the death toll in America and around the world will reduced because if you own a gun you need ammunition to fire that gun and if ammunition is prized at a higher prize that the gun then the dying of innocent people will reduce Because individual that own a gun will not want to spend that much to purchase ammunition And also the NRA should not sell assault rifles to gun stores for individual to purchase’s to commit horrific crimes. Assault rifles so only be made for the sole purpose of the military, law enforcement, secret service and individual that protect and serve this great country of ours The NRA will not stop selling assault rifle to individuals because then they will be losing out on a great deal of money and having so much power They NRA will not let that happen . If the NRA can’t come to a plan on fixing the gun control law there wi ll be more horrific crimes to be committed on innocent individuals who didn’t deserved to die like those that have died.

Original Writing Original Position And Natural State

Original Position and Natural State John Rawls was an America philosopher whose idea was to develop an experiment for individuals to seek a fair notion of justice. Rawls experiment was a hypothetical one that engaged the individual to look at society and fairness from another perceptive. Individuals were to use their imagination and pretend that they were born into different lives, for example, if their mother was a single parent that worked two jobs just to put food on the table vs. the lavish life style one lives today. Society isn’t just, but if the individuals didn’t know their position or their background it could eliminate discrimination and give rise for equal opportunity for all. Rawls believed in the notion of the social contract theory, if everyone was in agreement they could form a sustainable society. Rawls proposed the government could possibly work for everyone, under these pretenses. Rawls had two key principles which focused on basic equality and liberty for each individual and fair educ ation and employment positions. Karl Marx approaches have influenced many social sciences. He focuses his works mainly on social classes and how they influence a person social life. He analyzed the classes as higher and lower, which the higher class didn’t suffer hardships financially and lived a life of envy. The lower class he identified as the individuals living in poverty or barely making ends meet. Under capitalism Marx thought society was unjust and eventually theShow MoreRelatedBiblical Inspiration Of Romeo And Juliet1491 Words   |  6 Pagesdefense against the charge: â€Å"If you could produce the original autographs of each book of the Old and New Testaments, then you could prove whether they were inspired or not. 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