U.S Navy in early American history Essay Example | Topics and Well Written Essays - 1750 words

U.S Navy in early American history - Essay Example Despite the fact the Old Navy was ultra sized; it had the most sophisticated warships in the world. It presented a platform to the modernization of the Navy. The Status and existence of the Rhode Island was prioritized by the US government. Therefore the creation of the navy was billed and passed by Parliament of the Rhode Island in seventeen seventy seven in Greenwich (East). It should be noted that these events took place after the military hierarchy promotion of Captain Abraham Whipple in to an Army General. Governor Nicholas Cooke issued a confirmation to this. It was a defense move against the Frigates from Britain who posed a constant threat to the trade activities in Rhode Island. It was so serious that President George Washington begun buying warships using his own resources. The Schooner Hannah was one of the ships. The Continental Congress endorsed the buying of two ships that were well armed to attack the ships from their enemies like British for this matter. There was to be the existing policy that was to be adhered to by the continental fleet that was to reign throughout the Revolution. The first policy was written by John Adams which was accepted by the congress. Towards the end of 1775, the Congress ordered the putting up of thirteen frigates in the following a quarter a year, putting into account the resolution that was passed earlier on. Also, there was building of five ships that have two and two thirds dozens of guns, five ships with two and a quarter dozens guns, and three ships with two dozens of guns. A dozen ships that were build under the order of Benedict Arnold to prevent the British from attacking New York after Canada. This Arnold’s fleet did not manage that of British whereas the fleet which brought the British fleet was the U.S fleet in the war called Battle of Valcour Island. Later on, the ships vessels that were constructed were overpowered by the Royal Navy, which was more powerful than them. The only American hero in the navy who defeated the British fleet was John Paul Jones, who was Thought to have attacked other ships by their owners and when asked he put it boldly that the fight had not yet began. There took place the Revolutionary War which its end resulted into the break up the Navy of the continent in 1785, after the approval of Treaty of Paris. It is the Treaty of Paris that kept British Navy to work together with the ship trading and their support ended after the dispersing of the continental navy. The war between the American marine trade transporters and their attackers at the coast led to the Naval Act 1794. There was order that the Act should have the six frigates as one of its composition. the frigates comprised of four with three ant two thirds dozens of guns and two having three dozens of guns. The Navy then allied with the northern states and the coastal part and their enemies came from the interior parts. The establishment of the Naval Act led to the start of building a half a doz en frigates, namely: USS United States Chesapeake, Constitution, Constellation, USS United States, the congress and the president. The most popular of all was Constitution that was branded a name â€Å"Old Ironsides† with a lot of input from Oliver Wendell Holmes Sr. The American Navy later fought the Navy from France in The Quasi-war as a result of Treaty of Alliance formed in 1778. The US played in away that it supported British and French equally in their fight but after the formation of the treaty referred to as Jay Treaty became

Arab Spring - The Utility of the Foucauldian Notion of Resistance as Essay

Arab Spring - The Utility of the Foucauldian Notion of Resistance as Opposed to The Critical - Essay Example Tunisia’s government was replaced because of protestors who were rural, and joined with labor, and that the Tunisian government was eventually replaced with a government which was amenable to labor. In Egypt, the cosmopolitan and educated young people organized the uprisings, and they soon were backed by the Islamic Brotherhood. However, these young people did not topple the government so much as the military did, and now there is a clash between the democratically backed Brotherhood and the military, and there is not yet a new power structure in place. In Libya, the country devolved into a civil war, as the power structure was voided and no new centralized power structure took its place, therefore, the nation is ran by tribes, and has been marked by multiple secessions, and kin networks are providing the goods and services, along with the safety and security (Anderson, 2011, p. 6). The question is whether the critical theory of international relations and emancipation mark th ese conflicts or do they more closely resemble the Foucauldian view of resistance? The short answer is that Egypt and Tunisia resemble resistance theory and Libya resembles emancipation theory. This paper will explain the two theories and show why each country more resembles one theory as opposed to the other. Emancipation Theory According to Dougherty (2001, p. 470), emancipation theory is based upon revolutionism, which, in turn, is one of the principal traditions of international-relations theory. Specifically, Dougherty (2001) states that revolutionism places human emancipation as being paramount, as it helps to reach â€Å"the fullest human potential† (Dougherty, 2001, p. 477). Devetak (1996, p. 155) states that critical international theory works to bring about radical change by removing constraints on freedom. To this end, Devetak (1996, p. 155) asserts that critical international theory underpins the theory of emancipation, in that it has as its focus the understanding of conditions which would make emancipation possible. Linklater (1990, p. 89) states that the other two traditions of international theory – realism and rationalism - are both based upon order and power. In contrast, emancipation theory is based upon individualism. Furthermore, emancipation, or revolutionism, forms the bas is for critical theories of international relations whereas the other two traditions of realism and rationalism form the basis for traditional theories of international relations (Linklater, 1990, p. 90). Habermas, according to Goode (2005), promoted emancipation by stating that freedom is embodied in the public square of the bourgeois, while overlooking â€Å"antagonistic class relations† (Goode, 2005, p. 34). Neufeld (1995, p. 66) states that critical theory and emancipation have, at their roots, the theories of Kant, Hegel and Marx, although he credits Marx with bringing the theory into its maturation. Perhaps because Marx though that reason would somehow trump power structures and oppression, critics refer to emancipation theory as â€Å"Utopian,† although Wyn-Jones (2001, p. 58) states that while the principles underlying emancipation theory are utopian, the value of emancipation theory relies on this optimism. Devetak (1996, p. 157) further goes on to state that emancipation is based upon three concepts – autonomy, security and community. Autonomy means, according to Devetak (1996, p. 163) that individuals are free to live their lives without constraints which are unnecessary and are inhibiting to freedom. Security means the absence of threats, because autonomy cannot exist in the face of threats – threats curtail freedom, because if individuals are not safe, then they cannot pursue freedom. Among the threats

The Representation Negritude Essay Example for Free

The Representation Negritude Essay Negritude was a cultural movement initiated by the Afro- American poets living in the Caribbean Islands which aimed at the awakening of the race consciousness and the sense of identity among the black people. Paralleled by other similar movements, like the Harlem Renaissance in America, Negritude endeavored to redefine the black culture and to save it from the white domineering influence that promised to absorb it in its own structures. Also, the Negritude was an anti-racist stream which criticized the white people’s attitude towards the people of a different race. One of the most important poets of Negritude was Aime Cesaire, an Afro-American born in Martinique at the beginning of the twentieth century. The term â€Å"Negritude† was at first used and defined by him in his Notebook of a Return to a Native Land. Cesaire criticized for example, the fixed view on blackness that the white culture promoted and encouraged the Afro- Americans to value their culture as something alive. As he emphasizes, the black culture is not a stone, that is, something rigid and dead but rather something alive, that â€Å"plunges into the red flesh of the soil† and that â€Å"riddles with holes†: â€Å"my Negritude is not a stone / nor a deafness flung against the clamor of the day / my Negritude is not a white speck of dead water / on the dead eye of the earth /my Negritude is neither tower nor cathedral / it plunges into the red flesh of the soil /it plunges into the blazing flesh of the sky / my Negritude riddles with holes /the dense affliction of its worthy patience. â€Å"(Cesaire, 1990, 17) However, although Negritude was an intellectual movement that was centered on learning to know and understand otherness, it failed to integrate gender as well. At the beginning, the movement was led only by male activists and writers, and consequently, the black women were represented strictly from the masculine perspective. Therefore, some of the black women started another movement within Negritude that could be called black feminism. They felt that neither Negritude nor Feminism represented in the right manner, since the black cultural movement was led by men and the white feminists that had already formed intellectual groups like that of Gertrude Stein for example, were actually ignorant of the condition of the black woman. The Afro- American woman had a different identity than the white woman, and faced even more discrimination from society because of her race. She was twice oppressed by the others, as a woman and as a colored person at the same time, and had no discourse of her own. Many of the male poets of the Negritude spoke of the black women in their works, but when they did, they represented them merely as mothers or lovers, that is, in the same offices that the traditionalist society had always seen them. The role of the woman was strictly that of the mother or wife of man, therefore secondary, as in the white cultural discourse. At the same time, although the white feminists represented the invisibleness of women in general, the black women with their specific background were absent from their discourse. The black poets of the Negritude movement such as Langston Hughes, Aime Cesaire or Leopold Sedar Senghor represent women as either mothers or lovers, or even mere objects for desire. For example, Langston Hughes The Negro Mother represents the black woman as a mythological mother-figure, who â€Å"carries the seed† of the race. The woman is seen essentially as a carrier of man’ seed primarily, the origin of all things. The role that Hughes attributes to women is very important and is probably inspired by the traditional ancient matriarchic African view of the world, but the women are still not represented according to their identity. They are symbolic mother figures that suffers for her race and protects her people: â€Å"I am the dark girl who crossed the red sea / Carrying in my body the seed of the free. /I am the woman who worked in the field /Bringing the cotton and the corn to yield. /I am the one who labored as a slave, /Beaten and mistreated for the work that I gave /Children sold away from me, Im husband sold, too. /No safety, no love, no respect was I due[†¦]† (Hughes, 1989, 77) The woman described by Hughes feels happy and fulfilled not because of what she is, but, in the traditional way, because of her sufferance and sacrifice and because of the children she bore: â€Å"Now, through my children, young and free, /I realized the blessing deed to me. /I couldnt read then. I couldnt write. /I had nothing, back there in the night. /Sometimes, the valley was filled with tears, /But I kept trudging on through the lonely years. /Sometimes, the road was hot with the sun, /But I had to keep on till my work was done[†¦]†(Hughes, 1989, 77) Also, it is obvious that the woman has a rear role, although seemingly an important one: she is the one that encourages the race to fight for their freedom and to keep going. The black woman stands in the shadow having merely a protective motherly function: â€Å"Lift high my banner out of the dust. /Stand like free men supporting my trust. /Believe in the right, let none push you back. /Remember the whip and the slavers track. [†¦]/For I will be with you till no white brother Dares keep down the children of the Negro Mother. † (Hughes, 1989, 77) The same thing happens in another poem by Hughes, entitled Mother to Son – the woman is the mother who encourages her son to move forward, and not be set back by any kind of obstacles: â€Å"So, boy, dont you turn back. / Dont you set down on the steps. /Cause you finds its kinder hard. / Dont you fall now—/ For Ise still goin, honey,/ Ise still climbin,/ And life for me aint been no crystal stair. †(Hughes, 1989, 100) Leopold Senghor also represents the woman as a mother, but this time in a subjective manner as he addresses the poem to his own mother. The poem is almost written in a reproachful tone that criticizes the mother for not being caring enough, â€Å"you do not hear me when I hear you†. Senghor therefore also views motherhood as the essential role of any woman, a role in which it would be inexcusable for her to fail: â€Å"Be Blessed, Mother! / I will not send the East Wind over these sacred images as over/ the sands of the road. You do not hear me when I hear you, like an anxious mother/ who forgets to push Button A/ But I will not efface the footprints of my father or of my/ fathers fathers in this head open to all the winds and plunders of the North. / Mother, in this study lined with Latin and Greek, breathe the/ fumes of the evening victims of my heart. / May the protecting spirits save my blood from slackening like/ that of the assimilated and the civilized! †(Senghor, 1976, 134) One of the very well known poems by Senghor called Black Woman, represents the female in the role of the lover this time. The eroticism of the lines clearly hint at the traditional woman who is hunted and wooed by man, â€Å"moaning under the hands of the conqueror†: â€Å"Naked woman, dark woman/ Ripe fruit with firm flesh, dark raptures of black wine, / Mouth that gives music to my mouth/ Savanna of clear horizons, savanna quivering to the fervent caress/ Of the East Wind, sculptured tom-tom, stretched drumskin/ Moaning under the hands of the conqueror/ Your deep contralto voice is the spiritual song of the / Beloved. â€Å"(Senghor, 1976, 156) The black woman is seen as an exotic female lover, and the African setting suites the description: â€Å"Woman, rest on my brow your balsam hands, your hands/ gentler than fur. / The tall palm trees swinging in the night wind/ Hardly rustle. Not even cradle songs. / The rhythmic silence rocks us. /Listen to its song, listen to the beating of our dark blood,/ listen / To the beating of the dark pulse of Africa in the mist of lost/ villages. †(Senghor, 1976, 157) In the end, the poet jealously proclaims himself as the author of the song about the black woman. She is trapped in his discourse, as his creation, and she depends on his writing so as to be a part of the eternal world: â€Å"Naked woman, dark woman/ Oil that no breath ruffles, calm oil on the athlete’s flanks of the Princes of Mali/ Gazelle limbed in Paradise[†¦] I sing your beauty that passes/ the form that I fix in the eternal, /Before jealous fate turn you to ashes to feed the roots of life. † (Senghor, 159) Therefore, the black woman is essentially dominated by the male discourse. She is the oil on the athlete’s limbs, that is, a sexual element that is used for pleasure. In another poem by Hughes, the woman again appears as conquered and dominated by man. He promises her to take to make her completely his and to be as a God for her: â€Å"I will take you heart. / I will take your soul out of your body/ As though I were God. / I will not be satisfied With the touch of your hand/ Nor the sweet of your lips alone. / I will take your heart for mine. / I will take your soul. / I will be God when it comes to you. † (Hughes, 1989, 122) Aime Cesaire Prophecy is also very enlightening for the way in which women were viewed in Negritude. The poet makes a prophecy about a time when, among other things, women will â€Å"shine forth with language†, that is, will have their own discourses. The fact that this is a prophecy is an obvious acknowledgement of the fact that women are not as yet speakers, neither for themselves nor for other matters in society: â€Å"There,/ Where adventure keeps clear its eye/ Where women are shining forth with language/ Where death is beautiful in your hand as a bird/ milky time/ Where the subterranean passage through its own/ genuflecting gathers a wealth of eyelids fiercer than caterpillars/ Where for the wonder its all grist and fire to the nimble mill[†¦]†(Cesaire, 1990, 83) aques Lacan observed that the image of negritude itself was phallic, as it tried to reestablish the black man as a master, or a person that is no longer oppressed: â€Å"The image of negritude as phallus serves several functions for the subject. As a corrective device, it revalorizes the black man, symbolically castrated throughout the text by the forces of oppression. It is the perfect metaphor for the desired union between the subject and primal forces in nature. †(Kalikoff, 1995, 23) Because the black women could not find themselves in these representations that Negritude offered, they tried to form their own identity. Women such as Sharpley- Whiting, Suzanne Cesaire and the Nardal sisters formed intellectual groups that discussed black feminism. As Mori observes in her article, in Sharpley- Whiting’s works women are no longer marginalized as intellectuals: â€Å"The movement is generally examined through the works of male writers, such as Aime Cesaire, Leopold Sedar Senghor, and Leon Damas. Sharpley-Whiting, however, counters the male-centered interpretations and offers a new outlook on the gender politics within the Negritude movement. Sharpley-Whiting argues that the male leaders of the movement marginalized black female intellectuals such as Jane and Paulette Nardal and Suzanne Cesaire from Martinique. †(Mori, 2003, 658) In her book entitled Negritude Women, Sharpley- Whiting discusses the absence of the black women from the representation of the white feminist: â€Å"Barney set up a formal, essentially white feminist colony that transcended class, and Stein preferred to cultivate relations with a predominantly male French and American expatriate community in her casual Parisian salon. †(Sharpley- Whiting 2002, 34) The main point that the author tried to make in her book was that the women needed to gain an intellectual status, just like the man, and to have their own discourse: â€Å"Suzanne Roussy-Cesaires intellectual legacy has suffered the fate of many talented women married to prominent men—marginalization. †(Sharpley- Whiting 2002, 12) Lurnka Funani observed also that the essence of the Afro- American feminist movement was to address the problems specific to Negritude, but to include the female perspective as well: â€Å"The question that tore the conference apart was Should white women present papers about black womens experiences? This question was raised by an Afro-American. Before this question was addressed, the next question was asked, What do American women know about the struggle in Africa? â€Å"(Coetzee, 2001, 344) Although it was acknowledged that all women were oppressed, the black women felt it necessary to speak for themselves and to choose their own identity: â€Å"[†¦]A central tenet of modern feminist thought has been the assertion that all women are oppressed. This assertion implies that women share a common lot, that factors like class, race, religion, sexual preference, etc. do not create a diversity of experience that determines the extent to which sexism will be an oppressive force in the lives of individual women. Sexism as a system of domination is institutionalized but it has never determined in an absolute way the fate of all women in this society. Being oppressed means the absence of choices[†¦]†(Coetzee, 2001, 345) The black women appear thus as very important agents in the Negritude movement, since they included the missing part – a discourse of the black female that could be the counterpart of that of the black man. The women appeared somewhat later in the chronologic line of the movement, which was initially coordinated by men only. The myth of Orpheus and Eurydice may serve as a good commentary for the problem of feminism in Negritude. Thus, Orpheus was a the figure of the poet and the singer that enthralled everyone with his song, to the point that his listeners became almost spellbound when they heard him. When his lover Eurydice dies he goes after her in the Inferno and manages to convince the guards to set her free with his lyre. However, he loses her again because he looks back to see if she followed him out of the underworld. The myth can be compared with the way in which women are represented by men in the Negritude discourse, as dependant on the man’s song or writing, as bound down by the spell of the male speech. As Orpheus fails to save Eurydice so man failed to represent the black woman in his Negritude discourse. Reference List: Cesaire, A. 1990. Lyric and dramatic poetry 1946-82. Charlottesville: University of Vancouver Press. Cesaire, A. 2001. Notebook of a return to the native land. Middletown: Wesleyan University Press Coetzee, J. P. 2001. The African philosophy reader. New York: Routledge. Kalikoff, Hedy. 1995 â€Å"Gender, Genre and Geography in Aime Cesaires Cahier dun retour au pays natal, in Callaloo, Vol. 18, No. 2. pp. 492-505. Mori, A.. 2003. â€Å"Negritude Women. † African American Review. Vol. 37 Senghor, L, S. 1976. Prose and poetry. London: Heinemann Educational. Sharpley- Whiting. 2002. Negritude women. Minneapolis: University of Minnesota Press.

Academic Motivation, Resilience and the At-Risk Student

Academic Motivation, Resilience and the At-Risk Student Introduction The topic of investigation was academic resilience and motivation and how it relates to the at-risk student. Motivation and resilience are two key factors students need in order to achieve academic success. Students with motivation and resilience perform well in school and have a developed sense of self-efficacy. Successful students can see the connection between school and future goals, and are more likely to perform tasks even when they become difficult (Berger, 2013). This is characterized as resilience. These students are able to achieve academically and will most likely persist to graduation. Students who are not succeeding academically have a higher potential of failing or dropping out of school (Donnelly, 1987). These students are considered at-risk. Characteristics of the at-risk student include: low academic achievement, low self-esteem, males, minority, and low socioeconomic status (Donnelly, 1987). How does family background affect the at-risk student? According to Donnelly, Students who are both low income and minority status are at a higher risk [of failing]; their parents may have low educational backgrounds and may not have high educational expectations for their children (Donnelly, 1987). Berger states, at-risk students are more likely to experience behavior issues, lower attendance rates, poor grades, lack direction, and fail to use self-regulation strategies (Berger, 2013). If students are engaged in school are they less likely to drop-out? Berger (2013) suggested when students are engaged in school and have positive connections they may be able to overcome many of the barriers that exist in order to achieve success while in school and persist until graduation. How does motivation and resilience effect graduation rates? While much work has been done to improve graduation rates over the past eight years, resilience and motivation are two essential characteristics students need in order to persist in school academically. When students experience positive interactions with teachers and other adults, motivation and engagement will increase (Berger, 2013). Students want to see the connection between the task and how it connects to their future. Students need to feel supported in order to be successful; positive connections with parents and teachers are imperative in order for students to succeed. Statement of the Problem At-Risk students are more likely to fail and drop-out of school because they lack motivation and resilience academically. When students leave school before completing requirements, the consequences are dire. Students who leave school early are often left with little options later in life. They more likely to experience lower wages in life, and are less likely to attend college. Should the at-risk student attend college, they are much less likely to complete school compared to their peers, who are 83% more likely to finish (Berger, 2013). When are students mostly likely to fail? According to Finn and Rock (1997), investigating early behavior and academic patterns one may be able predict academic success in later years. Reaching students early is important when confronting barriers. Forming positive connections with caring adults is also necessary for students to build resilience and motivation. The purpose of this study is to investigate counselor intervention programs and the effect of motivation and resilience in at-risk 9th grade students. At-risk is defined as students who are under-achieving academically, have lower attendance rates and who have experienced behavior issues. Will students who have positive attachments to teachers or counselors perform better than students who do not? Statement of the Hypothesis Prior research has shown that positive school experiences and encouraging relationships at school have had a positive effect on at-risk students engagement and motivation (Scheel et al., 2009). Therefore, it is hypothesized if at-risk students are involved in a counseling intervention program then there will be an increase in academic achievement, students will experience less behavior problems, and students will experience an increase of motivation academically. References Berger C 2013 Bring out teh Brilliance: A Counseling Intervention for Underachieving Students.Berger, C. (2013). Bring out the Brilliance: A Counseling Intervention for Underachieving Students. Professional School Counseling, 17(1), 86-89. 201703241158141438499809 Donnelly M At-Risk Students. ERIC Digest [Supplemental material].20170325140827109581351Donnelly M 1987 At-Risk Students.Donnelly, M. (1987). At-Risk Students. ERIC Digest, 21. Retrieved March 25, 2017, from https://www.ericdigests.org/pre-928/risk.htm 20170325141053517867326 Finn J D Rock D A 1997 Academic Success Among Students At-Risk for School Failure.Finn, J. D., Rock, D. A. (1997). Academic Success among Students At-Risk for School Failure. The American Psychological Association, 82(2), 221-234. 201703241224041284194231 Scheel M Madabhushi S Backhaus A 2009 Academic Motivation of At-Risk Students in a Counseling Prevention Program.Scheel, M., Madabhushi, S., Backhaus, A. (2009). The Academic Motivation of At-Risk Students in a Counseling Prevention Program. The Counseling Psychologist, 37(8), 1147-1178. 20170324122636560129761

Natural Indicators :: essays research papers

Natural Indicators Each year millions of tourists travel to the woods of New England, upstate New York, Wisconsin, and Canada to witness the appearance of brilliant autumn colors. Sugar maples, red oaks, sumac, birch and other trees and shrubs turn from green to bright red, orange, and yellow. The short, cool days of autumn bring an end to the production of chlorophyll (the green light-gathering pigment). As chlorophyll gradually breaks down, the colors of the more stable carotenoid (yellow/orange) and anthocyanin (red/blue/purple) pigments become visible. Some years the leaves of a particular species are bright yellow, while other years they may appear redder or even purple. Although no one can accurately predict the timing or coloration of each year's show, we do know that there is a chemical basis for it. Anthocyanins (Figure I) are responsible not only for the red and purplish colors of autumn, but also for similar colors in various summer leaves (red cabbage, red lettuce, red plum tree), flowers (roses, hydrangeas, geraniums, bachelor buttons, dark pansies), fruit (cherries, red apples, grapes, tomato, blackberry, blueberry, plum), roots (beets, radishes), bulbs (red onions), and petioles (rhubarb). Anthocyanins are water-soluble and are dissolved in the cell sap rather than bound to the membranes as chlorophyll is. If cell sap in a leaf is very acidic, then anthocyanins make the leaves a bright red color, but if it is less acidic the color may appear purple. The color of anthocyanin depends on acidity, and thus it may serve as a pH (acid/base) indicator (Figure II). pH is a quantitative measure of the acidity or basicity of solutions. Numerically, the pH of a solution is defined as the negative logarithm (base 10) of the hydronium ion (H3O+) concentration. If the pH is less than 7 the solution is acidic, if it is greater than 7 the solution is basic, and if it is 7 the solution is neutral. The higher the pH, the more basic the solution, and the lower the pH, the more acidic the solution. Figure II illustrates the relationship between color and pH for anthocyanin pigments extracted from red cabbage or other sources. Since anthocyanins are found in all of the above named organic materials, they are all very useful natural indicators. Natural indicators are better for detecting acids and bases than man made indicators. This experiment utilizes red cabbage juice, red onion juice, blueberry juice, phenolphthalein, bromythol blue, and universal indicator for the indicators and for the acids and bases, uses .

The Assassin- Creative Writing Essay -- Creative Writing Essay

It was almost 6 o’clock and the night was drawing closer. Waiting patiently for the return of his prey, he lay with his body embedded in the fallen leaves of what looked like an endless procession of hedges. The silence was deafening. He had been there for almost three hours, and only one car had passed by, it was going to be a long night for him. The skies were casting a dark, unwanted shadow over him, as though they knew for what purpose he was present. It had started to rain, its pressure strengthening rapidly. Within minutes buckets of rain belted down hard on the ground, leaving him deeply embedded in the thick garden mud. He struggled to reposition himself, as the slightest of his movements could attract attention to the bush in which he was concealed. His concentration doubled as another set of headlights busted through the trees and peered at him through the rain but again they carried on the road accompanied by the sound of its engine. It must have been a van, he thought, as he could still hear the roar of the engine. He raised his rifle, and took a concentrated look at the house, in order to make an accurate shot. The house was a small detached bungalow in a state of disrepair; belonging to a middle-aged lady, afraid of the outdoors. The curtains were drawn, and the nets were extremely discoloured. Strangulating vines of ivy twisted and turned round the house, clenching it tightly in its possession.Through this tangled mass of plants a shed protruded from the ground, unlike the house the rain highlighted its wooden walls and bounced neatly off its glassed windows but the roof had seen better days and a glance through an... ...er. His body relaxed. She lifted her bag, her position made her a perfect target-just a single bullet. His arm was raised. His finger poised on the trigger, ready to strike. He fired. The shot killed her with a revolting wound to the back of the head. Her body crumpled to the ground. Within minutes her body was drained of blood. She lay there motionless. One push of the trigger, and her world had been snatched from her. I wasted not my valuable minutes and swiftly concealed all indications of my presence. Before taking my leave I took one last look at her. The remnants of her brain poured out of her head endlessly. It was a sight to see. Who would have ever believed that this blood-spattered corpse would make me a million pounds richer? So precious was her life to her, and others, that somebody wanted her dead!

Nuclear Family

Yesterday, 22:02Â  in:Â  Essay samples The question is to outline and critically evaluate the functionalist view that the typical family unit is nuclear. The other part of the question is to critically evaluate the work of Willmott and Young that suggests that the family is becoming increasingly symmetrical. In defining the symmetrical family according to Willmott and Young, males and females are becoming equal within the family. Willmott and Young also stated that there are three stages in becoming a symmetrical family.The first stage is the pre-industrial family, which is a unit of production consisting of a husband, wife and unmarried children. The family worked for themselves on the land as a unit of production. This is still represented in a small minority of families today. The family started to decline in the nineteenth –century due to the industrial revolution which gave rise to the emergence of the factory system. (Haralambos and Holborn, 2002). The stage two famili es began with early industrialization.Factory production replaced the domestic system and such families ceased to be a unit of production and focused more on the individuals employed as wage earners. During the nineteenth century there was high unemployment and widespread poverty amongst the working class. Stage three families began in the early 1970’s. This is a new emerging family called the symmetrical family. It is egalitarian and democratic. The conjugal bond between husband and wife is strong and they share their work and time around the home. The nuclear family has become a large self-containing and self-reliant unit.Wives still have the main responsibility of raising the children with a little help from their husbands. Women started a network of support in order to help each other and their children during hard times. This extension of network was done to cope with poverty by creating an insurance policy and support. The bond between married daughter and mother became closer and the conjugal bond between husband and wife became weaker. A survey carried out by Willmott and Young in the 1950’s showed that stage two families still exists in Bethnal Green.There is still a strong bond between mothers and daughters. (Haralambos and Holborn, 2000) Historically the symmetrical family brought changes to the structure of the family. However, there are feminist theories on the family for example, radical feminists believe that that the family is a unit of oppression. Radical feminists see the home as a place where women were exploited by the capitalists and their husbands. Men were the head of the family and household. The men had political and economic powers allowing them to make decisions in the home. As a result the women would be dependent on the men.In order to understand the family, feminism has probably had more influence on the study of the family than any other approaches in society. Feminists have highlighted the dangerous effects on wome n within the family. Also the dominance of men within the family was highlighted. They also question whether the family life is becoming egalitarian. In addition, feminists view the family as an institution, which has greater benefits for men compared to those for women (Haralambos, 2000). In regards to the Marxist feminist perspective, Marxists such as Engel and Zaretsky recognised that women are treated unfairly in the home.However their focus is on the relationship between Capitalism and the family. Margaret Benston states that women are the emotional support for her husband. This support provides him with comfort, which enables him to continue to go out to perform well in his job. In terms this is good for the Capitalist employee working well in order to perform his role as a wage labourer (handout feminist perspectives on the family). According to Bryson (1997), radical feminists view the oppression of women as the most fundamental and universal from of control.In this view, th is is a patriarchal society rather than a Capitalist society in which women have different interests than men. Men are not seen as the source of male domination, although the feminists do see the family as important in keeping male power. Women are seen as exploited because of the housework and child care duties that she has to carry out unpaid. Men are seen as the ruling class and females as the subject in which patriarchal power control women’s sexual activity. Willmott (1970) argues that the way society is organised enabled men to dominate women.In the extreme from this can take the form of violence. As Dobash and Dobash (1980) indicates this violence from men is a real threat to many women and children. Liberal feminists views ague that women wanted equal rights. However they point on that changes in the political, economic and social system of western societies will be a gradual process. Liberal feminists see inequalities as affecting both males and females. They see wom en with potential in the workplace as not having the opportunity to progress. Liberal feminists are a strong advocate of equal opportunities for males and females.According to Haralambos and Holborn (2000) liberal feminists supported such measures as the Sex Discrimination Act (1975) and the Equality Act (1970) with the intention that these laws would help end discrimination. Critically evaluate the functionalist view that the nuclear family is both universal and typical. According to Murdock a functionalist who’s claimed that some kind of family existed in every society and was universal. His definition of the family states that ‘the family is a social group characterised by common residence, economic co-operation and reproduction.It includes adults of both sexes, at least two of whom maintain a socially approved sexual relationship and one or more children own or adopted of the sexually co-habiting adults’ (Haralambos, 2000) His idea of the universality of the family seems to focus on one type of family. However, the kind of family form that Murdock based his findings on when he did his research in 250 societies he found only nuclear families. This led him to the conclusion that the nuclear family was a universal social group. However, Murdock views of the family is somewhat flawed due to the different type of families that exist in today’s society.Murdock and Parsons have the view that women should be a t the home looking after and nurturing the children, while men should go out to work and are bread winners of the family. Murdock states that the nuclear family is universal and is based on three key functions for a family to survive in society. These are, it stabilizes sexual and reproductive functions. It also provides basic economic requirements such as food and shelter. Moreover it provides the function of socialization of the next generation into the norms, values and other aspects of culture in that society.Murdock argues tha t without these functions the nuclear family would not survive (Kirby, 1997) However the functionalist view that the nuclear family is both universal and typical can be contradictory. Murdock studied families in 250 societies and found that some kind of family existed in every society and was therefore universal. The types of family structure that Murdock found in all 250 families was the nuclear family which lead him to conclude that the nuclear family is a universal social grouping, (Handout the family) Parsons agrees with Murdock and goes on to say that the nuclear family is typical and normal.Parsons states that the female role is expressive. He makes distinction on the basic biology in that the female is more expressive because of giving birth to the child. Due to child birth the mother has a closer relationship with her baby. The female is a real carer and good at expressing her emotions and is natural in socialising children. The female is a role model for girls in the family . On the other hand the male role is instrumental. He is the breadwinner, provider, supporter of the family, a role model for male children in promoting achievement and giving motivation.There are biological factors that contribute to the difference between male and female in the family. However as Haralambos and Holborn suggested ‘there is no single blueprint for the family which applies to all societies’ (Haralambos and Holborn, 2000) Families vary in shapes and sizes and come in different forms such as the Nayar tribe, which is communal. There is the single parent, the same sex, contemporary and reconstituted family. Murdock and Parsons view of the nuclear family implies that women should be looking after the home and men as the provider and breadwinner.Murdock views can be contradictory because of the different types of families that led us to discuss the following families, which can be referred to as the exceptions to the rule of the universal existence. However, according to Gough the cross-cultural Nayar family perform qualities of the nuclear family in that there is a special and social recognised tie, which exists between a girl and the boy when she had her first sexual experience. The Nayar society of southern India performs as a nuclear family.Before puberty girls were ritually married to a Nayar man in the tali-rite. However after the tali-rite the female was free to take up several sexual partners as a result paternity was often uncertain. The only responsibility the women possess was to mourn at her husband’s funeral. Women would receive visiting ‘husbands’ after puberty as the men spend a lot of time away fighting. Husbands would visit other wives although the husband took preference when he was back home. The husband or wife would end the marriage any time.Other women share in the caring of the children and the fatherhood of the child was not important because of its matrilineal society. The economical contribu tion of males was minimal towards their children. Brothers and sisters of both parents side contributed to the economics and bringing up of the children (O’Donnell, 1985) the functionalist views regarding children’s need for social and stability works well in the Nayar society (O’ Donnell, 1985) Murdock’s view on the universality of the family is too narrow because it excludes many family forms.For example the single parent family is a distinct and viable family type as O’ Donnell states one in five families with dependant children in Britain in 1994 was headed by a single parent. Single parent family is the most common in western society (Bourne, 1995) states that in 1996 11 per sent of people in Britain lived in this type of family. Today it has doubled. However, there are professional women who choose to be single parents as studied by Jean Renvoizes single mother by choice (1985).She examined 30 mothers of this type who could afford to raise a child single-handed. On the other hand the Cashmore Study this showed that non-professional single parents were poorer and some of these women found being single was better than being in an oppressive relationship. Then there is the same sex family ‘as Plummer (1976) argued that homosexual are less likely to establish long-term relationships. Legally homosexuals cannot marry but there are changes in the law that may allow this group to foster or adopt children.There is not enough evidence to support the notion that same-sex relationships are more dysfunctional than heterosexual families. Kirby states (1997) lesbian mothers maybe seen as unfit to nurture children. Then there are mothers who leave heterosexual relationships and enter lesbian relationships- are these women seen as unfit mothers (Kirby, 1997) The contributing family is one in which couples live together with their children for a period of time, before getting married.As Mc Rae (1993) shows many of these couples ma y never marry. Evidence shows that this type of family is less of a problem for themselves or society as a whole, than single mothers, who have been divorced or never married and live without a partner (Kirby, 1997) The reconstituted family is when there are previously married and divorced people with children coming together and getting married who form a new family. Many children are being brought up in this type of family.Many children are being brought up in this type of family of step-parents and step siblings. The extended family is still present in the 21st century. As study conducted by Willmott and Young in the borough of Green in the East End of London such families had intertwined in their lifestyle. The children and parents live in the same area as parents for three or more generations. This family helps and maintains links with each other. Also the mother housewife role is shared by the female members f the extended family (Haralambos and Holborn, 1996) The Neo-Conventi onal family are family of past divorces coming together and re-marrying to form a new family with children from previous marriages as stated by Chester Kirby (1985) There are alternatives styles of family such as the Kibbutz in Israel. Haralambos and Holborn state there are 3 per cent of the population that live in about 270 Kibbutz. These sizes vary from 100-2000 members and it consists of an agricultural lifestyle with some light industry.Children spend most of the day and all the night away from their parents in the children houses. They are educated and socialised by trained staff. Parents do visit their children and spend time together as a family, which keep the strong bond within the family. This bonding meets the children’s emotional needs, whereas the Kibbutz provides for children’s physical needs. (Haralambos and Holborn, 2000) From the post-modern perspectives of the family this views the modern alternatives to the family.This view is saying that in contempo rary society there is a wide diversity of family forms all equally valid, which provide the function of the modern family (Kirby, 1997) In conclusion, according to Murdock and Parson this nuclear family is universal and typical. However this is contradictory because from my research there are a vast variety of family forms that are all existing and functioning, such as the single parent family, Kibbutzim, co-habiting, same sex and reconstitutional.As in the case of the lone parent family it could be argued that the family in industrial society has lost many of its functions. Many of these functions are taken over by the state in the form of specialised organisations for example the social security agency, schools and hospitals. (Haralambos and Holborn, 1983) The extended family still exist in some developing countries today and carry out the duties as the nuclear family. The post-modern view of the family fits in with modern contemporary society.The feminist view highlights the oppr ession of women within the family and changes that has come about. Even though there are differences in the family forms we have to celebrate all types of families. From the nursing profession it is important not to be judgemental towards people and to learn to accept that there are a wide range of families and groups of people in the contemporary society. This post originally appeared on http://www. customwritings. com/blog/sample-essays/essay-family. html

Language Barriers for Non-Speaking Citizens

The Language Barrier for Non-English Speaking Citizens Lynne Lilley Com/150 University of Phoenix Com/150 March 8, 2010 The Language Barrier for Non-English Speaking Citizens â€Å"No Habla English†. â€Å"21 million people living in the United States cannot speak English. Citizens are not just speaking Spanish, but Chinese and Russian are rising fast. † (U. S. Bureau of Census, 2009) To force a citizen to speak a new language is discrimination. Non-English speaking citizens and immigrants that are without good English skills will fall academically, in the judicial system and when receiving proper medical care. 47 million Americans five years and older used a language other than English. The children that have no English skills will not be able to understand what the teacher is trying to teach. Children will not be able to do their assignments correctly and will eventually fail the class. †Some illegal immigrants are raising their children without teaching them English, hoping that the school will do that job. The Washington Post recently reported that as many as two-thirds of the children in suburban Arlington County, Virginia, receiving language assistance from kindergarten through second-grade born in the United States to non-English-speaking parents who don’t read to them, talk to them, or provide them a background in any language. (Not Speakiing their Native Tongue, 1996) A child being educated in English opens many doors of opportunities. English as a Second Language learner has more benefits than those of native English. Native speakers tend to speak in slang or use cliches and have bad grammar skills. There are even laws to wanting to learn another language as opposed to not knowing another language. In Albany, Georgia, they are trying to pass a law that students no longer have Spanish classes in schools and parents need to hire a tutor to come in to their home and teach the child a foreign language. Learning English will benefit a child not knowing the language and prevent barriers as an adult. Since the first amendment is freedom of speech, why do so many non-English speaking citizens run into barriers in the judicial systems? A citizen cannot explain an emergency to a police official such as; ho attacked them, who they were victimized by or the nature of the emergency they are having. There are just not enough bilingual employees in the judicial system whether it is police, courthouse officials, or translators. If an officer does not speak the language of the victim, the officer has to call a hotline service that will provide the correct language and that could take some time. Attorney’s that have non-English speaking clients recognize initially that such representation will be time consuming. They must begin their representation carefully, making sure a basis foundation for communication exists. Another problem that occurs when the client and attorney waste time because the attorney, court clerk, or other individual fail to identify the correct name of the represented individual. Often times when a non-English speaking citizen has problems with the judicial system it occurs because the person cannot read the notices sent or end up having no counsel or able to consult with their counsel. Defendants end up doing lengthy jail sentences because they did not tell the court they needed an interpreter. â€Å"In Virginia, a convenience store clerk was fired for complaining about the employer’s unwritten English-only policy. In Florida, two hotels faced on AFL-CIO boycott because they reportedly insisted they use English only. In New York, Long Life Home Care has been sued by EEOC on behalf of two workers who allege that the company prohibits employees from speaking Spanish only during breaks, lunch in the cafeteria and within one city block of their office building† (Lost in Translation, 2006). Judicial systems are not the only ones who have problems with language barriers; the medical field are affected too. Non-English speaking citizens and immigrants are receiving improper medical care because of the miscommunication. The people who cannot speak English well are misunderstood, when they go to free clinics or hospital emergency rooms and attempt to explain their symptoms and illness or cannot understand the doctors or medical profession that are trying to help them. † Interpreters are omitting questions about drug allergies. Patients are not telling nurses the correct symptoms. A mother misunderstood by putting oral antibiotic into the ears of the child instead of the mouth. The Puerto Rican word for mumps is not the same in Central America, so a child was mistreated. A doctor mistakenly told a parent to put a steroid creme on entire child instead of just the face† (Yolanda Prtida, 2005). Language barriers in the medical field are dangerous and some times even fatal. There is definitely a need for more translators in hospitals and doctors office. Clear communication is essential for safe quality healthcare. Poor communication can lead to disastrous outcomes, especially for patients with limited or no English ability. Working together with non-English speaking citizens and immigrants would help eliminate some barriers. When you call any bank or financial institute, public utility, or government agency, you can hear a prompt stating if you want to proceed in English press 1. That shows that we are working on a bilingual nation. A language barrier is not a disability, while those who cannot communicate are, of course, handicapped in our society. The inability to speak English is not a handicap in the physiological sense. † Let’s face—English is a crazy language, and English was invented by people, not computers, and it reflects the creativity of the human race (which, of course, isn’t a race at all). That is why,-when-the stars are out, they are visible, but when the lights are out, they are invisible. And why, when I wind up my watch, I start it, but when I wind up this essay, I end it† (unknown). Works Cited Lost in Translation. (2006, January 17). New York Times , pp. 1-2. Not Speakiing their Native Tongue. (1996, May 14). Washington Post , p. A1. U. S. Bureau of Census. (2009). Retrieved March 2, 2010, from U. S Bureau of Census website: http://factfinder. census. gov unknown. (n. d. ). Yolanda Prtida, M. D. (2005). Language Policy and Practice in Healthcare. Fresno: Center for Medical & Eduacation Research.

James Fennimore Cooper’s The Last of the Mohicans Essay

In James Fennimore Cooper’s The Last of the Mohicans (1992), we witnessed death, integrity, pride, love, violence and revenge portrayed through the struggle over a piece of land between the French and English in a war that took place sometime in 1757. Not only that, since the novel was written in the early 1990’s, when women’s liberation and â€Å"girl power† are the predominant themes, the author also incorporated a different form of struggle between the main characters in the novel.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I will focus on the character of Alice and Cora, the two heroines in the story and will attempt to make a comparison of the two characters in light of the commonly-accepted views on what a woman should be.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Alice and Cora Munro, as portrayed in the novel, are sisters who embarked on a journey to visit their father. Their journey, as can be expected is doomed from the beginning and is fraught with violence, revenge, conflict and emotional drama. In the novel, Cora, the older sister was depicted as a strong-willed woman who has no qualms in making her own decisions. Alice, the younger sister, is on the other hand, took the role of a fragile, weak-hearted woman who is always in need of rescuing and assistance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is apparent from the start that this difference in personality will probably result in conflict between the two sisters. It is surprising though that there was no remarkable conflict as between the two sisters in the novel. In fact, it is their stark differences of personalities which kept these two sisters together. Cora, the ever reliable and brave older sister is always looking out for the welfare of her younger sister. Alice, depicting the traditional notion of femininity, graciously lets her sister and their escorts do their task of protecting her.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also worth stressing that the personality differences between Cora and Alice extends to their physical appearance. Cora is a brunette and has a strong feature while Alice is blond-haired thereby accentuating even more her frail physical features. It seems that Cooper had in mind the traditional, stereotypical notion of weak-blond-strong-brunette syndrome when he came up with his set of heroine characters.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Interestingly enough, the heroines in the novel find themselves in a complex entanglement of emotions and feelings. As can be expected, the strong-willed Cora falls for reckless Uncas while Alice, the sentimental heroine, on the other hand, captures the heart of the perfect gentleman, Major Heyward.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In sum, although Alice and Cora were portrayed as having opposite personalities and physical attributes in the novel, it also cannot be denied that in more ways than one, they are also alike. Both are loving daughters whose main purpose from the onset of the journey, is to reunite with their father. Alice and Cora while seemingly in contrast in personalities also share the same attributes inherent in all women which is the ability to love and show intense feelings toward the opposite sex. The brunette-blond contrast is not really an issue here and it is not uncommon for sisters, especially half-sisters to be totally different in physical features.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I think that James Fennimore Cooper, in coming up with the character of Alice and Cora, simply wanted to impress on his readers the two types of women and how these differences can be reconciled and co-exist in a given situation. Furthermore, in a contemporary period, women are seen as possessing diverse traits and personalities akin to Cora and Alice. The stereotyping of blonds and brunettes unfortunately has not been obliterated although, with the advent of women’s liberation, it is difficult nowadays to categorize women into two limited persona such as that of Alice and Cora. Bibliography: Cooper, James Fennimore. The Last of the Mohicans. Bantam Classics, 1826. Ebert, Roger. â€Å"The Last of the Mohicans.† Chicago Sun-Times 25 Sept. 25, 1992. Kempley, Rita. â€Å"The Last of the Mohicans.† The Washington Post. 25 Sept. 25, 1992. â€Å"The Last of the Mohicans: Summaries and Commentaries.† 8 July 2008 .

Public bank management Essay

1.Introductions The model of the Five Competitive Forces was developed by Michael E. Porter that becomes an important tool for analysing an organizations industry structure instrategic processes. This model is applicable to the banking industry. Public Bank do compete with the other financial institution in Malaysia, however they also must cooperate with one another in many respects. There is an underlying problem which is the banks in Malaysia are so similar that there is essentially nothing one of them can do that the others cannot easily duplicate 2. Five Forces Analysis a. Threats of new entrants Malaysia has not put a barrier to entry for any financial institution manly banks in Malaysia, thus making it easy for any financial institution to penetrate into the industry. b. Bargaining power of suppliers a bank has three suppliers of its product, money: 1. Its depositors has no bargaining power whatever in reality. If they make time deposits the bank will set the price or interest rate it will pay. 2. The credit market the credit market as a source of supply of the raw material, money, is open to all at all time if they are qualified participants. The source of supply can be argued to be infinite. 3. The central bank The Central bank is effectively the resource of last resort. Apparently, at least for the moment, it will continue to supply liquidity to the banking system in virtually unlimited quantities at very reasonable cost. c. Bargaining power of buyers In the banking industry, customer have has very limited bargaining power. However the customers may option in changing to other banks that they think is offering a better offer than Public Bank. c. Threat of substitute product For the most part there is no real threat of substitute products in the banking industry. However there probably will be continues evolution of  products from paper to electronic in coming years. This is an area of potential competition for whomever banks that choose to use it in their services. d. Rivalry among competitors Generally all banks offer somewhat the same products and services to their customers, thus there is not much differentiation between Public Banks and the other competitors. This is making the competition much higher. Public Bank is actually ranked as the top banks earners in Malaysia in 2009 alongside with Maybank, Bumiputra Commerce, RHB Capital and Hong Leong Bank. 3. Table 1: Method used to identify opportunity and threat for Public Bank using external environment factors and industrial environment factors.(Factors under industry environment are derived from Porters Five Forces). 4. Opportunities 1. Economic growth Malaysia had definitely have been more economically stable and improving, thus financial institution such as Public Bank are needed to aid the overall development of the country. 2. Government policy Encouraging borrowings, loans, investment and consumption demand. 3. Awards and accolades Through recognition, Public Bank can project a positive image to their customers 4. Market share Public Bank has the highest market share for the private sector unit trust business, thus having a larger customer base. 5.  Low switching cost Nowadays it is easy for any customer to switch to other banks with just a click away, making the switching cost to be faster and cheaper, making it easy for the customers to switch to Public Bank. 5. Threats 1. Substitute product/service are available There is a potential competition to whomever banks that choose to upgrade their product and services to cater to their customers need. Maybank for example provide a customer friendly interface through their website www.maybank2u.com, and it became the most visited website in Malaysia. 2.Substitute performance Maybank, Bumiputra Commerce, RHB Capital and Hong Leong Bank are Public Bank competitors and each is recognized for their performance. This will make the competition even higher. 3. Customer switching cost Other than being an opportunity, switching cost can also be a threat for Public Bank as the customers can also easily switch to other financial institution. 4. Government legal& barriers There are no barriers that the government put for any legal financial institution to enter in the industry, making any new entrants penetrate into the market share easily. 5. Exit barriers High exit barriers in the industry are making the competition between Public Bank and the other competitors are even higher. 6. Conclusion Porter Five Forces Model are used to identify how the forces affect the attractiveness and profitability of Public Bank, and through this forces, the factors that influence these forces are used in the table 1, to identify Public Bank opportunities and threats. By identifying Public Banks industry environment, the company can improve and sustain their product and services for their customer, ultimately improving their performance.

Influence of the English Language

Influence of the English Language Free Online Research Papers I have always found it most interesting and entertaining to listen to a person speak foreign language. Whether it is directly aimed toward me or listening to it in a movie, it gives me the same appeal. Of course there are certain languages that stick out more such as French, and Spanish mainly because it is around us more often and obviously spoken more widely. I was given the opportunity to study a foreign language in high school and chose French. I took French all four years of high school and loved it. English has been around for a long time, but other languages in my mind have influenced the English language of today, including French. In saying this I also believe English has had the same affect on many other foreign languages as well. Since English has been around for so long, it is hard to imagine it being influenced by other languages. After all, English is the most spoken language worldwide, how could it be influenced? In believing that, it would mean that the language that inspired English is less used and accepted. In some ways that does not add up and make sense. Nonetheless, English has been influenced because English was definitely not the first spoken language ever. Therefore, it had to have been influenced and developed from some other language or languages, mainly German. What many people do not realize is that how much the French language has influenced English. One way is being some of the words we use in the English language. It has been estimated that around one third of the English language has been directly or indirectly inspired by French. Words such as finale and genre come from French. We use French as names of food, such as filet mignon and au jus, French words that characterize people such as fiancà © and blonde, and use French words to express feelings or ideas such as bon voyage and dà ©j vu. These are examples of direct connection to French because the English language did not change the words or spelling at all. French can also be seen in English grammar. French puts the noun before the adjective, whereas most English is the opposite by using the adjective before the noun, but there are exceptions, which stay with the French way. For example, have you ever looked at a box of cigarettes on the side where the warning is, it is pri nted surgeon general. Clearly the noun surgeon is put before general. It is obvious that French has had an influence on English and is still is used in every without people even knowing it. When studying French, it was helpful at times to know English fluently. Knowing the meaning of words, and what part of speech the word is makes all the differences in the world, for French rules although different than English rules in many ways, still uses the parts of speech to classify words. Without being able to separate adjectives from nouns, you would not be able to even begin forming sentences. It is also very helpful to know English when learning French, or any other foreign language for that matter, to have the English language as a comparing tool. It was much easier for me to comprehend and remember French because the English word stimulated my thinking. It also helped me understand what the French words stood for and described when comparing it to English. Going off that last paragraph and thought, knowing English and trying to learn French has had its problems as well, mainly in the speech area. It is one thing to learn French or another language and be able to write it and a whole other issue in speaking it. Speaking it comes with its problems because of a couple main reasons. First of all it is very hard to learn pronunciation and put it to use properly. I have trouble pronouncing some words because my tongue cannot work properly because of the lack of training. You look at foreigners learning the English language and they have the same problem. Secondly, it is extremely hard to comprehend spoken language if you are not around it and using it frequently. This stems off to the fact that my first true and full time exposure to French did not come till high school. I was 15 years old, and had English definitely carved into my brain by then. Science has shown that the best learning age is during grade school. By high school my brain had less ability to learn and maintain knowledge. It was much harder to break habits and rules applying to English that had been taught all my life. In conclusion, taking French and learning that language was an experience I would never regret and will always look back on and enjoy. It gave me a small opportunity to learn another way of life in a sense, and let me be a part of it. The four years I took French, I learned so much, but have forgotten so much since because of the lack of use. As you can see through the previous examples that English is very much influenced by other languages, including French in many ways. It has been estimated that the average person throughout his or her life who only learns and knows English will know 15,000 French words as well just by speaking English. Now how can you say that English has no influence? Research Papers on Influence of the English LanguageQuebec and CanadaAssess the importance of Nationalism 1815-1850 EuropeAnalysis Of A Cosmetics AdvertisementAppeasement Policy Towards the Outbreak of World War 2Hip-Hop is ArtStandardized Testing19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoPETSTEL analysis of IndiaMind Travel

The Difference Between Iran and Iraq

The Difference Between Iran and Iraq Iran and Iraq share a 900-mile border and three-quarters of their names. However, the two countries have different histories and cultures, influenced by shared and unique invaders, emperors, and foreign rules alike.   Many people in the western world, unfortunately, tend to get the two nations confused. This can be insulting to Iranians and Iraqis, who have fought a number of wars against one another over the millennia to assert the independence of each nations governance. Where there may be similarities between these two rival neighbors, there are also significant differences between Iraq and Iran, pitting each against the other for centuries as everyone from the Mongols to Americans invaded their countries, only to later be run off by their military powers. The Differences Iran, pronounced ​ih-RON instead of AY-ran roughly translates in English to mean Land of the Aryans while the name Iraq, similarly pronounced ih-ROCK instead of AY-rack comes from an Uruk (Erech) word for city. Both countries have also been known by different names, Persia for Iran and Mesopotamia for Iraq.   Geographically, the two regions differ in more aspects than just their shared border. The capital city of Iran is Tehran while Baghdad serves as the seat of centralized power in Iraq. Iran ranks 18th largest country in the world at 636,000 square miles while Iraq ranks 58th at 169,000 square miles. Their populations differ proportionally, too. Iran boasts 80 million citizens to Iraqs 31 million. The ancient empires that once ruled the people of these modern-day nations are also vastly different. Iran was ruled in ancient times by the Median, Achaemenid, Seleucid, and Parthian empires while its neighbor was ruled by the Sumerian, Akkadian, Assyrian, and Babylonian empires. This resulted in an ethnic disparity between these nations. Most Iranians were Persian while Iraqis were of Arab heritage. Government and International Policy The government also differed in that the Islamic Republic of Iran operates within a syncretic politics format of  a theocratic Islamic governing body including a president, parliament (Majlis), Assembly of Experts, and their elected Supreme Leader. Meanwhile, Iraqs government is a Federal Constitutional government, essentially a representative democratic republic now with a president, prime minister, and Cabinet, much like the United States president.   The international landscape that influenced these governments also differed in that Iraq was invaded and reformed by the United States in 2003, unlike Iran. As a carryover from the Afghanistan War of years passed, the invasion and resulting Iraq War continued Americas involvement in Middle Eastern policy. Ultimately, they were largely responsible for implementing the representative democratic republic that is currently in place. Similarities Confusion is understandable when differentiating these neighboring Islamic nations given general common misunderstandings of Middle Eastern politics and history, which often included boundaries that changed with time and war and resulted in shared culture between neighboring nations. One of the stark similarities between Iran and Iraq is its shared national religion of Islam, with 90% of Iran and 60% of Iraq following Shia tradition while 8% and 37% follow Sunni, respectively. The Middle East has witnessed a battle for dominance between these two versions of Islam across Eurasia since its foundation in the early 600s. Certain cultural traditions associated with the religion and former rulers also carry over, as they do for much of the Islamic-majority Middle East. However, governmental policies on such religious philosophies as the necessity of hijabs for women differ nation-by-nation. Jobs, agriculture, entertainment, and even education all lend heavily on the same source material and as a result, also correlate between Iraq and Iran.   Both are also large producers of crude oil with oil reserves in Iran totaling over 136 billion barrels and Iraq having more than 115 billion barrels itself, which constitute a large portion of their exports and provide the unwanted source of political turmoil in the region as a result of foreign greed and power. The Importance of Differentiating Iraq and Iran are separate nations with unique histories. Although they are both located in the Middle East with predominantly Muslim populations, their governments and cultures differ, making for two unique nations, each on their way to independence, peace, and prosperity. Its important to understand the differences between them, especially considering that Iraq has only recently stabilized as a nation after the 2003 U.S. invasion and occupation. And, both Iraq and Iran have become major players in the continued conflicts in the Middle East. Additionally, its important to realize that the best way to differentiate Iran and Iraq and truly understand the complex issues surrounding current Middle Eastern power struggles is to look back, study these nations histories, and determine what the ideal way forward might be for their people and governments. Only with these nations pasts in mind can we truly understand their way forward.

Divorce-Practice Questions Essays

Divorce-Practice Questions Essays Divorce-Practice Questions Essay Divorce-Practice Questions Essay Despite minor fluctuations, there was a steady rise in divorce rates in Britain throughout the twentieth century. The figures show a rising divorce rate over the period from 1961 to 1997, although in the 1990s the divorces rate seems to have stabilised at around 13per thousand married people. Therefore it isnt presently increasing. The figure may not appear very high until it is compared with the marriage rate. The statistics show that as divorce has steadied, the decline in first marriages has increased. The lower divorce rate now may be because of the lower marriage rate. If people arent getting married they cant get divorced. According to Joan Chandler, if trends continue, approximately 40% of marriages presently being formed will end in divorce. The proportion of marriages that are remarriages has also been rising. For example, 15% of all marriages in the UK in 1961 were remarriages for one or both partners; by 1996 this figure had risen to approximately 41%. Whichever way the figures are presented, the rise in divorce has been dramatic. The changing attitudes towards divorce have been institutionalised by various changes in the law which have made it much easier to obtain a divorce. After the Second World War, there were major changes made to divorce laws. In 1949 the Legal Aid Act was introduced. This provided financial help for those unable to afford legal costs of a divorce. A major change in the divorce law was the passing of the 1970 Divorce Law Reform Act, which made the only grounds for divorce the irretrievable breakdown of marriage. This went some way to removing the notion of an innocent or guilty partner, and led to a significant increase in the divorce rate, yet the figures were rising prior to this and continued many years after so it cannot be seen as the sole reason. New legislation relating to divorce was introduced at the end of 1984. This reduced the period a couple needed to be married before they could petition for divorce, from three years, to one year. The Family Law Bill of 1996 ended the reliance upon showing that one or both partners were at fault in order to prove that the marriage had broken down. Instead, the partners simply had to assert that the marriage had broken down and undergo a period of reflection to consider whether a reconciliation was possible. Normally this period was one year, but for those with children under 16, or where one spouse asked for more time, the period was eighteen months. Despite a reduction in costs, divorce was still an expensive process during the first half of the twentieth century. It was beyond the means of many of the less wealthy. This was particularly changed by the Legal Aid and Advice Act of 1949 which provided free legal advice and paid solicitors fees for those who could not afford them. The economics of divorce were further eased by the extension of welfare provisions, particularly for single parents with dependant children. Although many consider these provisions far from generous, they do provide single parent families with the means to exist without the support of the second partner. The statistics of divorce rates show that there has been a major increase since new laws were introduced after the Second World War. But the laws were not the sole reason for the increase in divorce. There have been increases in divorce at times when the law was not changed. Hence it is more likely that legal changes reflect other changes in society. Many people have high expectations of marriage, especially young woman through the ideology of romantic love portrayed in teenage magazines. When reality fails to live up to this expectation, one feels let down. This can explain why three quarters of divorces are filed by females. Functionalists like Fletcher as well as Liberal Feminists argue that this simply reflects the higher expectations women have of marriage due to: greater equality, increased opportunities to escape (divorce law changes) and greater financial security through increased job opportunities. Some writers, such as Dennis argue that the family has lost some of its former functions. With no production function, families are only bound together by love. If this is not forthcoming, there is nothing else to keep people together. If Parsons idea of the isolated nuclear family of Young and Willmotts notion of the privatised nuclear family are correct, it may explain the increase in divorce. Families are now more isolated from their wider kin and so their stigma within extended families of divorce may be reduced. Also, if families are isolated from a wide range of kin, without the support provided by extended families this may, as Leach argues, lead to greater emotional tension. There is also now much less social disapproval of divorce. As divorce becomes more normalised, society is more tolerant and understanding to marital breakdown. This can be traced to secularisation in Western society. Less than half of marriages have a religious ceremony now, even among these, few are regular churchgoers. There is no absolute reason for the increase in divorce. Divorce law has simply made it easier, yet it doesnt explain why divorce has increased when there has been no parallel change in the law. Divorce laws are perhaps better seen as a reflection of our attitudes towards divorce and not a cause of it. Legal changes may have allowed more divorced to take place, but they do not explain why more individuals choose to take the option.

The Bitter Truth about Betty Botter You’re Not Thinking Straight

The Bitter Truth about Betty Botter You’re Not Thinking Straight Can you say this tongue twister 10x fast? Betty Botter bought some butter, â€Å"But,† she said, â€Å"This butter’s bitter! If I put it in my batter, It will make my batter bitter!† So she bought some better butter, Put it in her bitter batter, Made her bitter batter better. I learned this one from my mother when I was young, and I always thought it was an easy one to roll off the tongue. I also thought it was cute and logical. I always enjoyed tongue twisters growing up, and even got to perform one (Rubber Baby Buggy Bumpers) when I was on Sesame Street as a kid. Yes that was a moment of fame and glory! Stopping to Think I never really delved into the meaning of a given tongue twister. But on my recent trip to visit family in Austin, the Betty Botter rhyme came into my wandering mind after some talk with my mom about bats and batters- and I realized there’s a gaping logical hole in the poem. Here’s the question: How did the batter get bitter if Betty Botter never put the bitter butter in her batter in the first place? I went straight to my mom with my question. Surely, I thought, I must be remembering the words wrong! There must be a line I was missing! But mom confirmed that I remembered the words just as she had passed them down to me- and she admitted that she, too, had missed the gap in logic in the verse. Next stop Google. Perhaps mom had learned an incomplete version of the poem? Here’s what I found on Wikipedia as the full text: Betty Botter bought some butter; â€Å"But,† said she, â€Å"this butter’s bitter! If I put it in my batter It will make my batter bitter. But a bit o’ better butter Will but make my batter better.† Then she bought a bit o’ butter Better than the bitter butter, Made her bitter batter better. So ’twas better Betty Botter Bought a bit o’ better butter. While this version is longer and a bit of a better tongue twister, it by no means solved the problem that Betty never put that bitter butter in her batter! And while I did find one version that had a line, â€Å"The butter Betty Botter bought was a bit bitter / And made her batter bitter,† this version was clunky and contrived. Sigh†¦ We Are Gullible How many things like this are there in our lives? How easy is it for someone, or for the media, to trick us with a clever gimmick into accepting something as reasonable or logical that simply makes no sense? I’m reminded of the well-known joke that goes something like this: What’s the opposite of least? Most. What do you call a person who throws a party? The host. What’s another word for seashore? Coast. What’s another word for brag? Boast. What do you call a dead person who comes back to life? A ghost. What do you put in a toaster? Toast. Oops. You don’t put toast in a toaster. The correct answer is â€Å"bread.† Or maybe â€Å"a bagel.† Back to Google. I put â€Å"what do you put in a toaster joke† into my search bar and was gifted with multiple lists of jokes that made me feel like an idiot when I read them. I was hoping for some brain science around these types of jokes, but came up empty except for one suggestion that brain training can be accomplished without the help of Luminosity.com. Read, Think and Listen Carefully Mostly I am reminded by all these examples to pay attention. To listen carefully and closely, and as much as possible, not to accept things at face value. This is easier said than done, and I know I will miss important subtleties and inconsistencies more often than I would like to predict. And in the meantime, I will leave you with this: A plane crashes fatally on the border of the United States and Canada. Where do they bury the survivors? Answer: First of all, it sounds like there were no survivors. But even if there were, you do not bury survivors. They are alive.

ACT Photo Requirements How to Pick the Right Picture

ACT Photo Requirements How to Pick the Right Picture SAT / ACT Prep Online Guides and Tips If you're planning to take the ACT, you need to have a picture of yourself on your admission ticket. Do you know the ACT photo requirements? Did you know that if your picture doesn't meet the requirements, you may not be allowed to take the ACT on test day? In this article, I'll thoroughly explain how to make sure that you use an appropriate ACT picture. Also, I'll let you know how to upload your photo, and finally, I'll give you some important tips to remember to prevent any unanticipated problems on test day. Why Do You Need an ACT Picture? The ACT requires a picture to confirm your identity. The photos help prevent cheating by ensuring that nobody can take the test as somebody else. Your photo will be on your Admission Ticket and will be checked against your photo ID on test day. If you don’t have an acceptable photo on your Admission Ticket, you may be prevented from taking the ACT. ACT Photo Requirements You need to be easily recognizable from your picture. These are the requirements for the photo you use: ACT Photo Basics The picture must be of only you. No group photos or pictures with your significant other. Why did he ruin her ACT photo? No blurry or grainy photos. Make sure the picture is clear. This won't work. No shadows or dark spots over your face. Shadows are bad. The picture must have a plain background. Use a portrait photo, not a landscape photo. If you take a picture with a cell phone, the phone should be held vertically when you take the photo. You must be looking directly into the camera. No side profile pictures Face the camera. No dark glasses or sunglasses. Your eyes should be visible Sunglasses and ACT photos don't mix. Don’t wear a hat or head covering, unless it’s for religious purposes. If you do wear a religious head covering, adjust it so your face can be clearly seen. The ACT is gonna need her to remove the hat. Finally, here's an acceptable photo. ACT Photo Format and Size Requirements You can upload a JPEG, JPG, PNG, or BMP image file. The maximum file size is 5 MB. The photo must be at least 640 x 480 pixels. If you scan your photo, the uploaded picture must print as a 2† x 2† image or larger. Also, if you scan your picture, crop the image to show only your head and shoulders before you upload it. Tips for Finding or Taking an ACT Picture You can use any recent photo of you that fits the ACT photo requirements. Don’t scan a driver’s license or school ID photo. The scanned image probably won’t be high enough quality to be acceptable. If you’re taking a new picture, here are some tips: Stand a few feet in front of a plain wall. If you’re taking a picture outside, avoid having the sun at your back. Try not to use the camera flash. Use the camera zoom as needed to center only your face and shoulders within the photo frame. However, keep in mind that you can also crop photos if a photo you have or take isn't perfect. ACT Photo Upload Deadlines You don’t have to upload your photo at the time you register, but you must upload your photo by the photo upload deadline. Photo deadlines are usually 8 days before the test date. I recommend uploading your photo when you register so you don’t forget. If you don’t upload your photo by the deadline, your registration will be cancelled and you won’t be allowed to take the test. Also, your registration fee won’t be refunded. You’ll be able to request a test date change, but you’ll still have to upload a photo for that test. Here are the photo upload deadlines for the 2016-2017 academic year. Test Date Deadline (by midnight central time) September 10, 2016 September 2, 2016 October 22, 2016 October 14, 2016 December 10, 2016 December 2, 2016 February , 2017 February 3, 2017 April 8, 2017 March 31, 2017 June 10, 2017 June 2, 2017 How to Upload Your ACT Picture The ACT photo upload process is fairly straightforward. You’ll be prompted to upload your photo when you register online. You can upload any picture that’s on your computer by double clicking on the file. Also, you can transfer a hard photo to your computer by scanning it. Remember to make sure the scanned image meets the requirements before uploading it. Furthermore, you can transfer a photo from a device (cell phone or camera) to your computer by plugging the appropriate USB cord into your computer and device. Additionally, you can submit a photo from a mobile device using the free ACTPhoto app. Just download and install ACTPhoto. It’s available for both iPhones and Androids. Then you’ll be able to submit a photo from your device or use the camera to take a picture to upload. Finally, you can submit a hard photo, but that’s a little more difficult, and since you’re reading this article online, I assume you have computer access to upload a photo. Common ACT Photo Issues and Important Things to Remember The ACT is so particular about Admission Tickets and the photos on your Admission Tickets because these are security measures to help maintain the integrity of the test. You need to follow all the rules so that you’re able to take the test and receive a valid score. Here are some very important reminders for you: Make sure the name on your Admission Ticket matches the name on your photo ID. Your picture and name from your photo ID is compared to the picture and name on your Admission Ticket to confirm your identity. If there’s a different name on your ID, the test center won’t be able to effectively confirm your identity and you could be barred from taking your test. When you register online, enter your name exactly as it appears on your ID. Don’t use a nickname or any other name. Don’t forget your Admission Ticket or photo ID. If you don’t bring your ticket or ID, you won’t be allowed to take the test. The night before, lay out everything you need on test day. You can even make a checklist of things to bring, and make sure you have everything before you head to the test center. Only bring an ACT-approved calculator. You can only use a calculator on the Math section, and there are restrictions on the type of calculators you can use. Read our article on calculators for more information. Make sure you follow all ACT rules and regulations. The ACT is strict about its rules. Don’t test them. Don’t discuss specific questions while you’re on break or after the test. Only work on the section you’re supposed to be working on. Don’t keep working on a section after time expires. Read my article on ACT rules for thorough information about the rules you need to follow. If you break any of these rules, your score may be cancelled. And if you’re caught cheating, the ACT can even take legal action. What's Next? Did you miss the late registration deadline for the ACT, but you still want to take the test? Learn about ACT standby testing. Are you wondering how your score is determined? Find out how ACT scores are calculated. Finally, if you're preparing for the exam, check out this post about how to ace the ACT. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

The 44 Phonemic Sounds in English for Spelling

The 44 Phonemic Sounds in English for Spelling When considering a spelling program and how to best help children learn the sounds of the English language you need to remember to choose words that help them understand all of the 44 word sounds, or phonemes. English contains 19 vowel sounds including 5 long vowels, 5 short vowels, 3 diphthongs, 2 oo sounds, 4 r controlled vowel sounds, and 25 consonant sounds. The following lists provide sample words to teach the sounds in the English language. Certainly, you can find more words to fill out word families or align with a sight vocabulary list, such as the Dolch Word Lists.   The 5 Short Vowel Sounds short -a- in and, as, aftershort -e- in pen, hen, lendshort -i- in it, inshort -o- in top, hopshort -u- in under, cup The 6 Long Vowel Sounds long -a- in make, takelong -e- in beet, feetlong -i- in tie, lielong -o- in coat, toelong -u- (yoo) in rulelong -oo- in few, blue The R-Controlled Vowel Sounds -ur- in her, bird, and hurt-ar- in bark, dark-or- in fork, pork, stork The 18 Consonant Sounds C, Q, and X are missing as they are found in other sounds. The C sound is found in the k sounds and in the s sound in words like cereal, city, and cent. The Q sound is found in kw words like backward and Kwanza. The X sound is also found in ks words like kicks. -b- in bed, bad-k- in cat and kick-d- in dog-f- in fat-g- in got-h- in has-j- in job-l- in lid-m- in mop-n- in not-p- in pan-r- in ran-s- in sit-t- in to-v- in van-w- in went-y- in yellow-z- in zipper The Blends Blends are 2 or 3 letters combined to form a distinct spelling-sound. -bl- in blue and black-c- in clap and close-fl- in fly and flip-gl- in glue and glove-pl- in play and please-br- in brown and break-cr- in cry and crust-dr- in dry and drag-fr- in fry and freeze-gr- in great and grand-pr- in prize and prank-tr- in tree and try-sk- in skate and sky-sl- in slip and slap-sp- in spot and speed-st- in street and stop-sw- in sweet and sweater-spr- in spray and spring-str- in stripe and strap The 7 Digraph Sounds -ch- in chin and ouch-sh- in ship and push-th- in thing-th- in this-wh- in when-ng- in ring-nk- in rink The Other Special Sounds Including Diphthongs -oi- in foil and toy-ow- in owl and ouchshort- oo in took and pull-aw- in raw and haul-zh- in vision

Discussion Coursework Example | Topics and Well Written Essays - 250 words - 11

Discussion - Coursework Example Older adults with lower education levels are not able to monitor their blood pressure, therefore, medical practitioners should focus in aiding such individuals. These medical practitioners can focus on educating the community on the risks, causes, and treatment plans for the condition. In regard to the setting, resources that are available in this community that can aid in meeting the requirements of the target population include education, group counselling, and community empowerment fairs at senior homes. Dire areas of education in prevention and management of this condition include increasing the nutritional standards and engaging in regular exercise programs. Programs such as farm to school programs and health assessment and screening ought to be implanted in this area (McDonald, Hertz, Unger, & Lustik, 2009). Challenges I anticipate includes illiteracy in the target population, communication barriers as I may use medical terms which the community members may find hard to comprehend, and lack of participation of some community members. Despite these challenges, I aim to achieve my set goal of lowering the rate of hypertension among the elderly in this

Opening a Spanish Franchise in Lebanon and using Marketing Strategies Term Paper

Opening a Spanish Franchise in Lebanon and using Marketing Strategies and techniques to help create a successful business and results, taking into consideration the competitors in the lebanese market - Term Paper Example In high profile restaurants in Beirut, majority of customers are complemented by Lebanese expatriates and Arab tourists. It has been observed that restaurant business in the city is governed by the seasonality. Summer is the peak season for restaurant owners and during this season restaurant owners try to offer Mediterranean and special Lebanese dishes to lure patrons. The market is highly fragmented due to presence of small numbers of standard restaurant. Restaurant owners have incurred a loss of 65% in sales volume in last five years and this can be cited as the reason for high degree of fragmentation (London 420-425). It has been observed that major portion of customers prefer to take lunch in restaurants (Amin, â€Å"Security crisis takes toll on Beirut’s restaurants†). The study has selected Achrafieh (this district is located in East Beirut, Lebanon) hence the report will exclusively focus on food preference of customers that belong to Achrafieh. The district is c onsisting of more than twenty seven restaurants but only nineteen of them offer Mediterranean dishes. Ta3mini has pointed out that almost 50% of customers prefer pizzas, sandwiches while 20% prefer other Mediterranean dishes (â€Å"Restaurants in Ashrafieh around 18$†. Majority of the customers in Ashrafieh are Christian hence there is natural tendency among them to take European cuisine in comparison to traditional Lebanese dishes during lunch time. 100 Montaditos has the opportunity to cater the demand for Mediterranean dishes in the district by opening up restaurant franchisee chain (â€Å"100 MONTADITOS†). Customers in the district can be segmented in accordance to their spending capacity on per person meal. Post Hoc segmentation strategy can be used to define the target market (Zoltners, Sinha and Lorimer 66). Many restaurants in Ashrafieh target those customers who do not want to spend more

Entrepreneurship in the Global Environment Essay

Entrepreneurship in the Global Environment - Essay Example This essay is based on the brief overview of the profile of John Mackey and his business activities. John Mackey is the co-founder of Whole Foods Markets, which is an organic grocery retail chain based in Austin, Texas. The company holds a valuation of $14 billion and holds its position among the Fortune 500 companies. In 1978, John Mackey founded a health food store called SaferWay. After two years, it merged with Clarksville Natural Grocery to form the parent company Whole Foods market. Mackey started his business with only 19 employees and it has grown significantly since then. Currently, the company operates with 410 stores in the UK, US, and Canada, with 88,000 employees. John Mackey and his business bring the attention to his entrepreneurial qualities because he has been able to increase his business operations from a single store to a large retail chain of stores that operates in overseas location as well. One can certainly learn for his strategies and know what it needs to be an entrepreneur. Apart from focusing on business activities, Mackey also engages in socially responsible activities. He is also the co-founder of the Conscious Capitalism Movement, which discusses ethical consciousness and how a business operation should be grounded on this concept. These characteristics have made John Mackey the person of interest for the entrepreneurial studies. This section will justify that John Mackey can be categorized as an entrepreneur, by discussing his activities based on theoretical background. The theoretical background of entrepreneurship stated that an entrepreneur must have certain characteristics which allow him to thrive towards his objectives of making his business grow. It has been mentioned that an entrepreneur must be creative and should be able to take risks.