Charles Peaces Emblems essays

Charle's Peace's Emblems articles When taking a gander at any picture, as Stein states on his article, it is evident to see the various characteristics, which in reality speak to the topic of that painting, including authentic and social implications just as anecdotal portrayals of the sitter by and large. This conspicuous experience is particularly obvious while talking about a self-representation. Through a self-picture, one can depict a precise inside inclination, or feeling of being, into an outer accentuation on canvas. Ones complex self can be comprehended simpler by a craftsmen work. A specific self-representation would be that of Charles Willson Peace, entitled The Artist In His Museum (1822). In Peales self-picture, he depicts himself and his works through significant representation. This picture is an exceptional method of communicating ones self through sorted out items. These items don't actually show the individual significance, however absolutely speak to the photos implications in an entirety. They are the significance. These items really speak to the way of life by their deliberately positioned positions in the picture. These are images that all have a relationship with the representation. Harmonies utilization of insignia picture unites nature and craftsmanship, and furthermore looks at the ascent and progress of the historical center as told by Stein. Stein clarifies Peales utilization of meaningful likeness through his utilization of various articles, each with very critical qualities. The primary seal would be a dead turkey lying on a taxidermists table holding on to be changed into an actual existence like display for the historical center. The turkey, which was brought to the exhibition hall by his child, was from a westbound campaign to Missouri. At the point when alive, this turkey meandered the woodlands and spoke to in the naturalists mind, the away from of the American wild; however when dead, shows the initial phase in reproducing the feathered creature, giving it life inside the historical center. The turkey was additionally a naturalists r ... <!

25 Best Value US Colleges Worth Your Investment

25 Best Value US Colleges Worth Your Investment 25 most costly US colleges that merit applying for. Picking a school requires thinking about various variables:  theâ presence of clique and sorority life, theâ location, and size of the college or school, its scholarly notoriety, and so on. Shockingly, these variables are not the most significant when a commonplace understudy weighs whenâ making their last decision. The most significant thing to thoroughly consider is the education cost. Indeedâ the all out expense of going to school is, beyond question, the most significant factorâ influencing understudies ultimate conclusion. In any case, is there any sense in paying aâ higher education cost? Why not pick an elective school? Something more affordable, for instance. The motivation to pick a higher-positioning organization is that the top-positioning schools meanâ a more prominent rate of return for understudies when they graduate and get utilized. As per the FORBES’ 2016 positioning of the USA’s Best Value Colleges here is a rundown of the most expensive colleges in America: 1. Massachusetts Institute of Technology (MIT), situated in Cambridge, MA. The normal yearly cost in MIT is $21,816. 2. California Institute of Technology, (Caltech). The normal yearly charge is $25,667. 3. Stanford Universityâ offers in excess of 65 offices and projects. Among the most well known Stanford alumni ever are John F. Kennedy (he dropped his MBA program before getting the degree), Sigourney Weaver, Tiger Woods, Larry Page, Reese Witherspoon and numerous others. 4. Harvey Mudd Collegeâ is a human sciences school. It is a school for the individuals who might want to become researchers, mathematicians, and specialists. 5. Yale University in Connecticut is arranged an hour and a half from New Youk and is open for the individuals who wish to take a guided visit, walk around the memorable Old Campus or go to a show. 6. A individual from the Ivy League Brown University (RI) 7. Dartmouth College (NH) offers a human sciences instruction for the 21st century: training in and past the study hall as said on the site of the school. 8. In Cornell University (NY) engineering is unquestionably first rate. Synthetic, electrical, software engineering, mechanics majors here are respected profoundly as well. 9. Several little human sciences schools of Washington and Lee University in Lexington, VA 10. Colgate University in Hamilton 11. NY Williams College in Williamstown, MA 12. Schools in the Midwest including the University of Chicago, in Chicago, IL. The college of Chicago was established by John D. Rockefeller in 1890 and is viewed as one of the universes head research and scholastic organizations. 13. Northwestern University in Evanston, IL. The strategic Northwestern University states: Northwestern is focused on superb instructing, imaginative research and the individual and scholarly development of its understudies in a various scholastic network. 14. Carleton College, in Northfield, MN These schools might be expensive, however they demonstrate to bring a high result. Picking a school from the rundown above will make the guardians breathe a sigh of relief as they realize that this decision will deliver profits. Need assistance with your school paper? Request a paper composed by our expert scholars.

The Dark Side of the Moon

The Dark Side of the Moon Sometimes, when life at MIT gets too tough, this is what I think of, in all seriousness: Wow in just one more day, I will not have blogged for AN ENTIRE MONTH. tsk tsk. THIS IS UNACCEPTABLE. Truth is, Ive been MEANING to, but I just simply never got around to it! Actually, in the beginning, I had some time to blog but I was likeuhm I dont have any pictures so Ill wait a little bitand then BOOM 5.12 exam BOOM 7.03 exam BOOM getting the results back BOOM sadness and depression BOOM rhetoric paper? BOOM art history essay (granted, this was very enjoyable) DING 14.02 pset! DING ocrap 7.03 pset? BOOM 14.02 exam tooltooltool BOOM 4.601 midterm DONG studystudystudycrystudystudystudy BOOM 5.12 exam#2. (feel free to intersperse POW Japanese quiz BAM Japanese memorization randomly in between) Me : MIT :: Linguini : cookingFor all you bushy-tailed, eager-eyed young beavers out there (hehe, I love the quote, its from Shuai 07 who I met at Stanford this past weekend), 72 units HURT. Do so at your own risk. Parental discretion advised. Mmmm. Anywhoo, thats enough complaining from me, haha MITs still an awesome place. Cmon, no pain = no gain, right? :D (this is ten percent luck, twenty percent skill, fifteen percent concentrated power of will, five percent pleasure, and FIFTY PERCENT PAIN) ok. Ill stop being random now. October was a month of fun work, yes, but also fun. iHouse had a retreat with SCRUMPTIOUS food. Listen, if MIT Dining could make this kind of stuff, we wouldnt be having oodles of editorials in the Tech talking about dining problems and most likely the number of restaurants around MIT would decrease like pigeons in the park. We talked a lot about the vision of iHouse and the events that we have planned for the coming year (after all, iHouse is still a really young dorm!) BTW, shameless plug for current students if you want to be involved in iHouse, you can! We invite MIT undergrads to apply to be social members of the house even if you do not have residential membership. As a social member, you are eligible to come to a number of open events that iHouse conducts (such as dinners and certain speaker series) and get to know us better! If you have an interest in global development and iHouse, this is a wonderful way to get involved! And, Autumn came to visit last night, the temperature dropped below the freezing point. I was sad. ='( Last but not least, I travelled with ESP to Stanford last weekend. (I know this is the MIT Admission Blogs, not the Stanford Admission Blogs, but please excuse the following picture =p) (aside about Stanford: Stanford seems to be a huge school in terms of cross-admits with MIT. If you apply to both and get admitted at either, chances are you might get admitted too at the other one. I cant even count how many people I know in the current undergrad population that turned down Stanford during the application cycle) Going to Stanford is not completely all fun and games, although it was an amazing experience. Remember ESP that Ive talked about at some length here? (for those that are just tuning in ESP stands for Educational Studies Program its a completely student-run club/initiative at MIT that aims to provide supplemental educational opportunities to high/middle school students in the Boston area through offering educational programs taught by MIT undergrads) Well, it just so happens that ESP runs this really amazing program called Splash! (plug#2 Splash! is amazing you can teach ANYTHING. ANYTHING you want!). We have 200+ classes registered this year (and were hoping to set a record and break 2,000 students in attendance) w00t! :D Moreover, ESP is actually this really intense and nebulous organization (HAHA this sounds like Tammany Hall or something rest assured we do not conduct voter fraud (not that MA needs any, anyways =p)). ESP goes back AGES we always have alums who had ventured into the dark and foreboding world known as grad school coming back to visit us. Throughout the last year, Ive been involved to some extent in at least 4 ESP programs, but Im still an ESP baby when compared to the breadth of what they did (and are still doing) for ESP! Anywhoo, the point is that some of our alums founded other ESP chapters after they went on to grad school. As of now, UChicago and Stanford also run Splashes (while I believe NYU runs another version of Splash that isnt directly related to ESP). Usually, having ran Splashes for so long and being the founder of Splash!, MIT ESP sends a couple of people to help with set up, logistics, and teach classes when other Splashes start their program. Stanford Splash ran this past weekend, and the chairs graciously allowed me to tag along with them! It was great. Cali was sunny. The students were enthusiastic. Splash ran amazingly well (due to the diligence in preparation of Michael 07 and his enthusiastic team!). Meeting so many MIT people in Stanfords grad school was actually pretty amazing its awesome to be talking about 8.02/5.12 and seeing Brass Rats 2,500 miles away from Boston in a completely non-MIT environment (maybe this is my first ever experience with meeting alums outside of Cambridge? man, roots definitely run DEEP after youve been through MIT). I taught The Art of Money (money yes, money in your pockets but more generally money from all over the world is an amazing way to preserve history and the cultural context of a nation. ive been collecting for 13+ years and still loving it. ask me about it sometime!) and (harhar) Hardcore College Admissions. Twas fun :D Man, I love speaking about college admissions now. Maybe Ill go work for Princeton Review when I graduate ;) (plug#3 Ill be teaching these classes again for MIT Splash happening a month from now! if youre a high school/middle school student that will be dropping by, definitely come for Splash! even if youre not interested in college admissions or money, theres like 198+ more courses you can explore =p) So yuppp. Thats my month, more or less, in a nutshell, if you take away the nights of tooling in deserted locales on MIT campus (I should write an entire blog on this), numerous take-outs ordered after being famished from studying, and punting working with fellow beavers in the wee hours of the morning (like right now). Whats up next in blogs? Remember the whole flood of bloggers posting their essays (and then arguing about them?) Ive actually meant to write a blog on the essay this application season since Ive talked a bit about interviews last year. Actually, aside from the interviews, I believe the application essay is the other significant window into your life and to who you are aside from the numbers and the blanks on your application form. So stay tuned! And I promise to make it yummy too, since Ill be comparing the college essay to froyo! (seriously though, Ive never heard of that term before coming to Boston =p)

Social And Economical Factors On Youth Essay - 1535 Words

I have chosen to research into the social and economical factors that may influence a youth’s likelihood to engage in delinquency as I believe that understanding the factors underpinning youth offending may help to reduce youth crime levels, as preventive measures can be aimed at the distinct root causes recognised. I have chosen to particularly look at the link between the social factor of education in terms of low school attainment and the wider effect on the economy through looking at youth unemployment and offending. I believe these social and economical factors are inextricably linked therefore I hypothesise that low school attainment leads to increases in youth crime levels due to youths not acquiring the necessary skills to allow a successful entrance to the labour market. Methodology: In carrying out this literature review I have engaged in secondary research in order to provide me with significant qualitative and quantitative data on this given topic. I collected a range of sources through library searches where I aimed to research previous studies through the use of the internet to access online resources, books and journals. Upon doing so I found a few books that encompassed the social and economical factors I specifically chose to review although I found many websites that had information on the social economical factors that may affect delinquency. Findings: Education Low school attainment: All sources reviewed agreed that there is a correlationShow MoreRelatedLife Course Development Theory Studies Growth and Adaptation879 Words   |  3 Pagesspecifically focusing on child development and that didn’t relate to a developing organism in adult stages. This theory takes into account factors like cohort effects, the individual’s location (which can effect issues like obtaining an education), and transitions and life events. Life course development theory also holds the idea that individual differences, biological, and social context are what shapes a child’s development. When researching this area, normally a characteristic, time period, or event areRead MoreHow Alcohol Consumption Is Culture1237 Words   |  5 PagesCulture is known to be a set of values and beliefs and that has been transmitted from one generation to another Roche et al (2007,p.63).Sociologists define culture as not only practices but also a network of representations that shapes an individuals social life Roche et al (2007,p.64). It is used to celebrate birthdays, deaths, marriages and graduation Roche et al (2007,p.57). When is it enough?. A person who is a moderate drinker might excessively consume alcohol at a party due to expectations orRead MoreEssay on Causes of Crime1147 Words   |  5 Pages(i.e. smoking and drinking while pregnant) or any disturbance to the central nervous system during childhood. In fact all these apparent causes can be linked in one way or another to childhood upbringing. While a child grows up, economical factors that interfere with his/her lifestyle such as poverty can lead to petty theft. Scientific proof shows that testosterone does cause aggressive behaviour in males, so why does society still encourage it in young males then? DomesticRead MoreThe Causes of Crime. What are the causes of crime essay1421 Words   |  6 Pagesduring pregnancy (i.e. smoking and drinking while pregnant) or any disturbance to the central nervous system during childhood. In fact all these apparent causes can be linked in one way or another to childhood upbringing. While a child grows up, economical factors that interfere with his/her lifestyle such as poverty can lead to petty theft. Scientific proof shows that testosterone does cause aggressive behaviour in males, so why does society still encourage it in young males then? 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Most of them are concentrated in developing countries and this large generation of young people is preparing to move into adulthood in an increasingly unequal and competitive world. Inquisitive by nature, youth does not conform to stagnation and has the creativity necessary to think of innovative solutionsRead MoreWhat Causes Juvenile Delinquency?758 Words   |  4 Pagesthe teenager understand the importance of staying away from crimes.   There are various theories of juvenile delinquency and various researchers have reported different reasons of delinquency. Most of the delinquent teenagers belong from low social, economical or psychological background. Some of the most common  Ã‚  causes of juvenile delinquency  are as follows.   Family: Family is the basic socialization agency for the children. Children learn basic concepts about good and bad from their family, theyRead MoreTaking a Look at Culture Shock743 Words   |  3 Pagesall, normally used to describe discomfort, stress, anxiety and even confusion and disorientation individuals may experience while undergoing cultural adaptation. A number of factors can arouse culture shock, including a loss of familiar signs and symbols such as words, facial expressions and customs. Another important factor is cultural incompetence resulting from insufficient exposure to different culture. In that sense, while culture shock is the term mostly implied to visitors or immigrants whoRead MoreSocial Psychological Theories Of Criminal Behavior1494 Words   |  6 PagesIn the world of youth and delinquent, criminals advancing their activity into adulthood, social psychological theories help to develop the criminal justice field to better cope with what is faced by youths.  "Social psychological theories of criminal behavior emphasize subjective life experiences, such as the development of one’s identity, cognitive and emotional processes, and the capacity to make choices.† (Listenbee, 2014 p.1.) Utilizing social aspects of the past and present criminal justiceRead MoreEssay on Juvenile Violence in Public Schools1368 Words   |  6 Pagesand at home--not at school. Youth take what they hear and see at home and in their communities to school. The environment in some communities and households are positive and the presences of protective factors outweigh the high risk factors. However, there are communities and households where there is a lack of informal social control and high risk factors exist more than protective factors--, which affect youth in a negative manner. A sudden increase of youth violence in public schools in

The Seven C s Of Consulting - 932 Words

Chapter Analysis of The Seven C’s of Consulting by Mick Cope Chapter One: The Human Touch Reaction: Initially, I found Cope’s (201) analysis of â€Å"human nature† to reflect the dominant business culture of a capitalist system of economics. The chapter focuses on (1) self-interest, (2) short-termism, (3), sentiment, (4) stuck, and (5) sociability as the five foundations of business behavior in modern consulting. These are important aspects of human behavior, which define the short-sighted aspects of greed and selfishness that the consultant can expect when dealing with various clientele. These were compelling aspects of human behavior, which I have often witnessed in the business community. Reflection: In this chapter, Cope (2010) claims to understand â€Å"human nature†, but how does a person know what is â€Å"natural† versus that which is a social construct? For instance, how would a person behave in a non-capitalistic system of economics, which typically encourages self-interest or greed? Is it the system or is it human nature? I tend to find that human beings tend to be comfortable with the system, since it is a normal part of their lives. However, it is incorrect to assume the worst in â€Å"human nature† as a guideline for strategizing for cooperative business models in the consulting business. In a reflective analysis, I find that Cope (201) is making somewhat generalized assumptions about â€Å"human nature†, which do not take into account the self-interested commercial aspects ofShow MoreRelatedTools For Strategic Implementation Is The Mckinsey 7 S Model1187 Words   |  5 Pagesimplementation is the McKinsey 7 S model. The 7 S Framework crea ted by two consultant, Tom Peters and Robert Waterman from the McKinsey Company, which uses an internal alignment perspective to improve organization effectiveness (Caraballo, 2015). 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Night Creature Crescent Moon Chapter 40 Free Essays

â€Å"Luc!† I shouted, running into the house, skidding across the floor. I didn’t see a body, and I wasn’t sure if that was good or bad. I stopped in the doorway of Luc’s room. We will write a custom essay sample on Night Creature: Crescent Moon Chapter 40 or any similar topic only for you Order Now Definitely bad. Henri sat on the bed, holding Luc in his lap, his hand over the child’s mouth. From what I could tell, the blood wasn’t Luc’s, although Henri was a mess. I guess we were short another babysitter. Henri smirked. â€Å"I figured you’d show up eventually.† My mind grasped for a plan. Would Adam be able to follow his great-grandfather’s trail to this place? I had a feeling Henri wasn’t that stupid. â€Å"What do you want?† I asked. He lowered his hand from Luc’s mourn but kept his arms locked around the child’s body so he couldn’t run away. Luc’s bright, happy blue eyes were now dull and very sad. What had he seen? How long would it take him to forget? â€Å"This isn’t Daddy,† Luc whispered. â€Å"I know.† â€Å"Who is he?’ For an instant I was surprised Luc didn’t know the truth, but Adam had said he kept his two lives separate. He must have used a very serious threat in order to keep Henri on a leash, so to speak. â€Å"I’m your grandpa.† I guess the threat was gone or Henri didn’t care anymore what Adam did to him. Maybe both. â€Å"My grandpa died.† â€Å"I’m a few generations removed, true. But I’m blood of your blood. You’ll understand better when you have a child of your own.† Luc’s face crinkled in confusion. â€Å"Where’s Daddy?† â€Å"In de swamp,† Henri said. â€Å"He has a very bad headache.† My eyes narrowed. â€Å"What did you do?† â€Å"Nothing permanent I need him. But first I’m going to figure out if I need you. Having him around is too goddamn distracting.† â€Å"Watch your mouth in front of Luc.† â€Å"That’s de least of your worries.† Henri shoved the child from his lap as if he were a pesky dog. â€Å"Go in de bathroom and turn on de shower.† Luc ran to me and I hugged him. Henri had managed to smear blood here and there. Maybe a shower wasn’t such a bad idea. At least Luc would be out of harm’s way by a few feet. â€Å"He hurt Sadie,† Luc whispered. â€Å"She cried and cried and I wished she’d stop.† He swallowed. â€Å"Then she did.† â€Å"That’s not your fault.† I pushed him gently toward the bathroom. â€Å"Do what he says, Luc.† â€Å"But – † The boy stared at me with worried eyes. â€Å"I’ll be fine.† He went, dragging his feet all the way. The door closed and the shower turned on. â€Å"You won’t be fine,† Henri said. â€Å"I know.† A cunning expression came into his eyes. â€Å"I’ll let you go if you leave now.† â€Å"Me and Luc?† â€Å"No. Either you or de kid dies today.† â€Å"Me,† I said automatically. He tilted his head the same way Adam did. The similarity made me nauseous. â€Å"Why so hasty? He isn’t even yours.† â€Å"Doesn’t matter.† â€Å"I suppose it doesn’t, but did you ever wonder why?† â€Å"What?† I was having a hard time focusing, trying to listen to Luc, to think of a plan, to pray that Adam wasn’t dead and was already on the way. â€Å"Ever wonder why you fell so hard and so fast for Adam and his son?† â€Å"Who said I fell? Normal human beings don’t sell out others just because they can; they don’t sacrifice children to save themselves.† â€Å"You’re wrong,† he said. â€Å"Most people aren’t exactly human and without exception they pick themselves over strangers, even lovers and children.† â€Å"I don’t believe you.† â€Å"What I can’t believe is that you’re one of de few to be self-sacrificing. And now I understand why. Ever seen one of these?† He held up a gris-gris. My hand went to my pocket. Mine were still there. â€Å"A few.† â€Å"I found this one under de boy’s pillow. It’s a love charm.† Huh. I had been under a spell, and I no longer cared. The sound of a match being struck made me jump. Henri held the flame to the bag, and when it went up as if drenched in lighter fluid, he dropped the gris-gris to the floor and stomped on it. â€Å"How you feel now about de boys now?† he asked. I thought a minute, then couldn’t help but smile. â€Å"Exactly the same.† Henri frowned. â€Å"That’s impossible.† â€Å"Guess you were wrong about the magic. We got true love.† â€Å"Adam doesn’t love you,† he said. â€Å"He’s as incapable of it as I am.† He might be right, but I wasn’t going to admit that I shrugged and his face darkened. â€Å"We’ll find out soon enough. He’ll have to choose, too. You or his son.† A hysterical bubble of laughter spilled from my lips. â€Å"You’re a moron.† Fury washed over his face. He moved so fast, I didn’t even see him coming. His hand at my throat, he slammed me against the wall. I saw stars. â€Å"Watch your mouth,† he said. Since I couldn’t talk, that wasn’t going to be a problem. â€Å"I like to make people choose,† he murmured. â€Å"I smell their fear, de sweet aroma of despair. I swear it makes me stronger.† He put his nose to my neck, inhaling deeply. â€Å"Mmm. Like that.† I toyed with the notion of bringing my knee up, hard, but I had a feeling he wouldn’t react like a regular man. Until Adam, or even Mandenauer, got here, I needed to keep Henri away from Luc. Henri licked my neck. I fought the gagging reflex. â€Å"Tallient, despite his holier-than-thou attitude, chose himself over his family without a quibble.† I frowned. Was that why Frank had become so obsessed? Grief and guilt did funny things to a person’s mind. I should know. â€Å"We have time before Adam comes, and I want to discover if screwing a moon goddess will give me any power over de moon.† â€Å"We’ve been over this. I don’t have any magic. My name is just a name.† â€Å"Then you’re dead.† He laughed. â€Å"But that was my plan anyway. I just want to make sure.† He ground his erection against me; then he yanked off his shirt. He looked so much like Adam, my eyes burned. After this, would I ever be able to be with Adam again without remembering Henri? I’d be dead soon; the worry was moot One less thing. Henri fisted his hand in my shirt and tore it down the middle. His body was so close to mine, he didn’t see the fleur-de-lis chain, but he certainly felt it when the silver touched him. I heard the hiss, smelled flesh burning, even as he howled and spun away. My gaze lowered to his stomach, where the image of a dozen tiny French crosses had been scalded into his skin. I’d be able to tell them apart after all. â€Å"What de hell?† he shouted. â€Å"Where did you get that?† â€Å"Adam.† His eyes narrowed. â€Å"Someone will pay.† He turned toward the bathroom. I vaulted after him, grabbed his arm. â€Å"No. Come on, let’s, uh, do it† He shook me off as if I weighed no more than a fly, and I stumbled. Before I could regain my balance, he’d opened the bathroom door. A roar of fury made my ears ring. The bathroom was empty. Luc was gone. Henri backhanded me. I flew across the room, crumbling in a heap near the bed. â€Å"Where did he go? How did he get out?† There were no windows in that room. My only thought was a trapdoor somewhere. No wonder the child hadn’t fought against going into the bathroom. Clever, clever boy. I shook my head as Henri advanced, and stopped mid-movement when my ears began to ring again. He’d bit me pretty hard. He pulled me to my feet by the hair. Damn, that hurt But not as much as when he wrapped his hands around my throat I choked, clawed at his fingers, saw black dots. But my life didn’t pass before my eyes. Only Adam’s face, and then I heard his voice. â€Å"Let her go, Grandpere. Now.† The weight on my chest lightened. I could breathe just a little. â€Å"What will you dor Henri murmured. â€Å"I wonder.† I tried to speak, to tell Adam he didn’t have to choose, but my voice was gone. â€Å"He will do nothing.† Mandenauer’s voice. How many people were in this cavalry? â€Å"It would make my day, as they say, to blow you back to hell. Let her go.† I was falling and someone caught me. Before I opened my eyes I knew it was Adam. I recognized the gentleness of his touch, the strength in his arms. â€Å"You OK?† I nodded, wincing at the pain in my throat. â€Å"Luc – â€Å" â€Å"He’s fine. Used an escape hatch under de sink.† Adam shook his head. â€Å"Can’t trust a beast to follow de rules forever.† He’d always known Henri would come one day. â€Å"Where’s Luc?† I asked. â€Å"We ran into him coming up de road.† Adam leaned closer and whispered, â€Å"He wanted to rescue you with guns blazing, but I convinced him to wait for us next door.† Soothed by the knowledge that Luc was fine, I managed to force back the dizziness. Cassandra waited in the hall with a willowy blonde, who wore hot pink shorts and an electric blue tank top. Talk about bright. I was dizzy again. Henri sat on the bed, Edward’s pistol stuffed in his ear. Why hadn’t I thought of that? â€Å"How?† The word dissolved into coughing, so I just pointed at Cassandra. â€Å"I got worried when I didn’t hear from you. Came to the mansion just as Adam stumbled in.† â€Å"Grandpere was insane with the idea I’d sold him out.† Adam couldn’t stop touching me. I sat on the floor, still a little woozy, and he knelt at my side, holding my hand. â€Å"Insaner, you mean?† â€Å"If that’s possible. He knocked me out† Adam’s mouth tightened. â€Å"When I came around, I knew he’d gone after what mattered to me most.† â€Å"Luc.† â€Å"And you.† I blinked. But now was not the time to examine his sudden change of heart. â€Å"Why is he so obsessed with Diana?† Cassandra asked. She didn’t know about the goddess-of-the-moon part of the curse, so I told her. â€Å"Hmm,† she murmured. â€Å"That bears looking into.† â€Å"I’m not magic,† I protested. Cassandra just shrugged. â€Å"She’ll leave,† Henri blurted. â€Å"They always do. Your wife couldn’t take it The woman had no guts. Or at least she didn’t when I was through with her.† I glanced at Adam as shock spread over his face. He hadn’t been lying when he’d said she’d left and never come back. He just hadn’t known she was dead. My shirt hung in two pieces, and I tied them together under my breasts, which was the best I could do. With Adam’s help, I got to my feet â€Å"Fix him,† I said, voice hoarse. Henri scowled. â€Å"I don’t want to be fixed.† â€Å"They never do.† Mandenauer nodded to the woman. Henri reared up from the bed, and Adam left me to shove him back down. He hovered over his grandfather nose to nose. The resemblance was downright creepy. â€Å"You like so much de choice, here’s yours. Be cured or die.† Henri’s top lip curled back. â€Å"I choose to die.† He banged his hands against Adam’s chest Adam flew into a nearby wall and slid to the floor. Henri ducked as Edward fired, and the bullet plowed into the bed. Adam scrambled up, but Henri was already streaking toward the door. The blonde stood in his way. I tensed in expectation of her flying through the air next. Instead, she slammed the palm of one hand against his forehead. Henri jerked as if in pain. â€Å"You’re like me.† â€Å"Not really,† she said, and her eyes closed. Henri appeared frozen, Adam, Cassandra, and I gathered closer to watch. â€Å"What’s she doing?† I asked. â€Å"Magic.† Mandenauer didn’t appear happy about it. â€Å"Cool,† Cassandra said. â€Å"What kind?† â€Å"I have no idea. According to a dead old native woman, Elise has been blessed, though I cannot see it.† â€Å"She’s your werewolf cure?† Adam asked. â€Å"Ja.† â€Å"And she’s a werewolf.† â€Å"Ja.† â€Å"But you haven’t killed her.† â€Å"She is different.† â€Å"How?† â€Å"No demon,† he said simply. â€Å"That would be handy,† Cassandra murmured. Mandenauer shot her a suspicious glare, but she just smiled. A thud drew our attention to Henri and Elise. He lay on the floor, twitching. She stared at him, uncertain, one hand riddling with a tiny white wolf icon she wore around her neck; then slowly she turned up her palm to reveal a tattoo in the shape of a pentagram. â€Å"What’s with that?† I asked. Elise blinked as if she’d forgotten we were there. â€Å"I received it in the Land of Souls.† I glanced at Cassandra, who shrugged. â€Å"Not a voodoo land.† â€Å"Ojibwe,† Elise murmured. â€Å"Another time, another place, different werewolves.† ‘I thought a pentagram was protection against a werewolf,† I said. â€Å"Although from what I’ve heard, it doesn’t work.† â€Å"According to legend, the points ascendant are benevolent† Elise held up her hand so we could see she was one of the good guys. â€Å"Descendant points indicate evil.† She returned her attention to a still-unconscious Henri. â€Å"Something’s wrong.† â€Å"What?† Adam demanded. â€Å"Usually I touch a werewolf and the demon is gone. Poof, they’re human again.† â€Å"Just like that?† I asked. â€Å"Pretty much.† She frowned. â€Å"I see their soul on the other side of darkness. A faint light that becomes brighter and brighter until it fills my mind and theirs.† â€Å"But not this time?† â€Å"I saw his soul, but it wasn’t very bright Kind of hazy and gray.† â€Å"He wasn’t much of a human to begin with,† Adam said. â€Å"Getting his soul back isn’t going to change that.† â€Å"Maybe,† Elise said, but she didn’t sound convinced. â€Å"Do the cured werewolves remember what they did?† I asked. â€Å"No. The big problem has been trying to explain to them why they’ve woken up in a different century and enabling them to live in this one.† â€Å"That would be a problem,† I murmured. â€Å"What do you do?† â€Å"We have a branch specifically created to deal with those issues,† Mandenauer said. He hadn’t really answered my question; however, I didn’t care when Henri started to wake up. His eyes opened. They were different now, no longer evil but haunted. â€Å"Oh, God,† he whispered, his voice quavering. â€Å"I can hear them screaming.† He slapped his hands over his ears and started to scream himself . Elise grabbed her medical bag, put on gloves, then used a hypodermic needle on Henri. He went limp again. We stared at the man on the floor. No one spoke for a very long time. â€Å"He has his soul back,† Elise murmured. â€Å"How do you know?† â€Å"Only someone with a soul would care about those he’s killed. Which is why none of them remember what they’ve done. I think if they could, they’d go mad.† Elise cast a considering glance in my direction as she snapped off the gloves. â€Å"Maybe you should touch him.† â€Å"Me?† My lip curled. â€Å"This goddess-of-the-moon thing might help.† â€Å"I’ve touched him. Well, he’s touched me. Nothing happened except nausea. Names may have power, but I don’t† â€Å"His soul is restored. Perhaps your touching him now would be different† I hesitated, but Adam looked at me with such hope, I sighed. â€Å"Fine.† Kneeling, I put my palm against Henri’s head as Elise had. Nothing. I shut my eyes, opened my mind, got a little creeped out to be so close to him while unable to see, and opened them again. â€Å"Zip,† I said. Elise joined me. â€Å"Let’s try it together.† She pressed her fingers to Henri’s forehead, too. A jolt like an electric shock, made his body jump. I yanked back, and so did she. â€Å"Hell. I’d forgotten how much that hurts.† Elise lifted her gaze to Mandenauer’s. â€Å"He’s still a werewolf.† â€Å"How can you know that?† Adam demanded. â€Å"When we touch, skin to skin, we know.† She rubbed her brow. â€Å"Major ice-cream headache.† Henri appeared unaffected by everything we’d tried. I wondered what she’d doped him with and how long it would last. Elise dropped her hand. â€Å"I don’t know what to do. This hasn’t happened before.† â€Å"You’re forgetting Damien,† Mandenauer murmured. â€Å"Who de hell is Damien?† â€Å"He was a werewolf,† Elise answered, â€Å"but he was cursed by an Ozark Mountain magic woman to get his soul back.† â€Å"That doesn’t sound like a curse to me,† I said. â€Å"The lycanthropy stayed. He was cursed to shift, to hunt, to kill, all the while knowing exactly what he was doing but unable to stop.† â€Å"OK, I can see where that would suck.† â€Å"We need to make a decision,† Adam interrupted. I glanced up and saw what he meant The sun was going down. How to cite Night Creature: Crescent Moon Chapter 40, Essay examples

Charles Ives Composer Report free essay sample

At the age of fourteen, Ivies became a church organist and wrote hymns and songs for church services. As much as he loved music, he realized it was not a practical way to make money, so he began going to school at Yale in September of 1894. His father died In November of 1894. While at Yale, he studied music under Horopito Parker, a composer and teacher. He also played football. He wrote some works during this time, but after he graduated he went Into compose music for pleasure, Instead of relying on the money It would bring.He and a friend opened their own insurance company called Ivies Myriad, which is where he retired. Ivies suffered several heart attacks starting in 1907. These were never confirmed though, and may have been more psychological than physiological. He married Harmony Twitchier in 1908. Very few of his works had public performances. Ivies was much more recognized in death, than he was in life. We will write a custom essay sample on Charles Ives Composer Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After he died off stroke in 1954, his wife undiscovered dozens of works and arranged for them to be published and performed. He is dubbed one of Americas greatest artists, combining American, church music and European art music. He published a large variety of songs. He composed string quartets, chamber music, and Instrumental music, along with symphonies and sonatas. Ivies First orchestral set Putnam camp Running Time: 6:14 complete analysis in Zorn book, up. 99-301. COMMENTS: Ivies first orchestral set, Putnam Camp has a pleasing sound to listen to.Its located on up. 299-301. Listen to this piece because it will help you to identify one of the listening examples on the final. Ivies was a modernist composer and majored in Business at Yale. He was a millionaire from the Insurance industry, and did not hear his music until It was discovered In 1939. After that, his music was known In academic circles. WEB LINKS: http://www. Tablespoonful. Com/profiles/Charles-elves-31 5. PH http:// www. Answers. Com/topic/Charles;ivies

The Wonderful Wizard of Oz free essay sample

Scarecrow, has a silly head ,he want to improve himself,so want to find the witch to make a wish. Tin Woodman, He is not flexible, so he want to improve it .Therefore,he want ro find the witch. This book is talk about a gril,who called Dorothy,lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer, and Aunt Em, who was the farmers wife. Their house was small, for the lumber to build it had to be carried by wagon many miles. There were four walls, a floor and a roof, which made one room; and this room contained a rusty looking cookstove, a cupboard for the dishes, a table, three or four chairs, and the beds. Uncle Henry and Aunt Em had a big bed in one corner, and Dorothy a little bed in another corner.One day, whan they saw the sky, they saw a cyclone is coming. We will write a custom essay sample on The Wonderful Wizard of Oz or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They ran and ran .However,Dorothy and her dog Toto cant ran away,they fly to sky by cyclone.Thay saw a lot of animals .Finally, They saw their family again, and they were happy. I like Dorothy very much,because she is very brave and helpful.And the ending is very warm too , I like it very much.The story is very famous and excited,and I learn a lot from this book.For example,I learn we should be brave when there is dangerous in there. My favourite part of this book is Dorothy how to solve the proplem .She is so clever and helpful .When she saw a lion , She hasn t ran away, She is so brave,and she helped the lion to solve proplem.I think i should learn from her, learn how to be a brave, helpful and kind people too!

Its New Feature December, And CoSchedule Has Launched 4 So Far

Its New Feature December, And Has Launched 4 So Far We want to make 2014 your best year of blogging yet, so were putting a bow on some of our most requested features and releasing them before years end. Its a little something that weve been calling New Feature December. Its a lot like no-shave November, but way less itchy. Its New Feature December for the @#editorialcalendar make 2014 your yearHere is a roundup of the features we have launched so far. Awesome Link Previews Now, for each social media message that you create, will provide you with a preview of the link information that will be sent to sites like LinkedIn, Facebook and Google+. Not only are you able to preview the links (and delete them), but you are also able to customize them–including the image, title, and link description. LinkedIn Company Pages Connect your LinkedIn company pages to ! This makes for a completed roundup with LinkedIn. We fully support personal profiles, company pages and groups. Cool. Referral Program Share with your friends and get credit for doing it with our new referral program. With each friend that makes a purchase, you will receive 10% off of your subscription for the life of their account.  Easy, right?

ECONOMICS 1. The Managerial theories of the firm seek to provide Essay

ECONOMICS 1. The Managerial theories of the firm seek to provide models characterised by realism in motivation, whilst recognising the continued importance of profit in the corporate environment - Essay Example As income taxes have risen over the past historical era, the outright impact of salary or bonus increases has been moderated somewhat. The incremental tax on income in the UK and the US is at about 50%, when all local and national income taxes are taken into account. Thus the standard supply and demand relationship demonstrates a curve, as shown below. Since taxes climb with income, the curve's change in slope is more pronounced: As compared to the turn of the last century, when income taxes were less than 10%, the total impact of increases in wages has therefore moderated. The second influence on this moderation has been the increase on the value of leisure time (Kokoski 1987). As the value of leisure hours has increased, the amount which needs to be paid to offset the value of leisure time has also increased, all else being equal. Group incentives can take the form of income increases (salary and bonus) or non-monetary rewards, such as additional vacation days. From a microeconomics standpoint, there is no difference between group pay incentives and individual pay incentives. There are psychological differences which can be substantial, however, depending on the type of performance being rewarded. An extreme example of the point above is an individual whose personal rewards far exceed those of the group, and in achieving his goals may actually be a detriment to the shareholders. An example of this might be Robert Eaton, who was the Chairman of the Chrysler Corporation at the time that his company was approached by Daimler-Benz. Eaton agreed to a plan whereby Daimler-Benz would merge with Chrysler, and he sold the Board of Directors and employees' unions on the plan. What he didn't reveal was that he stood to gain over $100 million personally if the deal went through. The resulting hue and cry was that Eaton "sold out" Chrysler, which was borne out by subsequent events. Chrysler's largest shareholder at the time, the Tracinda Corporation1, sued Daimler-Chrysler for over $8 billion for erasing nearly $38 billion of market capitalization due to the transaction (CNN 2000). Figure 2: Reduction in share price since merger (CNN 2000) Thus a personal incentive (for Eaton) was in direct opposition to the interests of the shareholders. Stock Options Stock options have the advantage of better alignment with shareholder expectations. The theory is that managers are

Corporate Social Responsibilities report Assignment

Corporate Social Responsibilities report - Assignment Example The company ensures environmental sustainability through incorporating best practices which reduces impact on environment. Wendy is more concerned about people and believes in giving something extra to stakeholders apart from offering superior quality food choices. This organization serves local communities and takes active measures to minimize any form of societal issues. On the contrary, the Subway system is inclined towards providing healthier and tasty food choices. The company attempts to reduce environmental impact and structures effective programs for local communities. Sustainable sourcing is one of the corporate social responsibility activities undertaken by the company. It maintains a strict code for vendors and streamlines supply chain activities. Safety standards and high food quality are maintained by the organization and they are involved in reducing water conservation, energy utilization, etc. They even serve local communities through large number of donations and spon sorships. Subway is an active participant in context of extending support to educational institutions and local charities. Wendy’s and Subway forms a major part of the food industry. The companies are actively involved in providing superior quality foods to customers. Nutrition and health standards are taken into consideration while manufacturing food products. Environmental sustainability is a common approach adopted by both the companies. There are different practices adopted by the firms in order to enhance environmental sustainability. Environmental friendly practices are common for both the organizations. They are actively indulged in reducing level of water or energy conservation. This is an important corporate social responsibility approach and it needs to be focused on by all companies. However both the companies have initiated different programs so as to ensure that their

Role Of Language In Identity Formation Cultural Studies Essay

Role Of Language In Identity Formation Cultural Studies Essay People that have multilingual background face complex issues in adapting and assimilating their language to cultural identity that they want to be identified with. People create their linguistic structure so as to bear a resemblance to those of the group with which from time to time they wish to identify. Cultural identity is defined as the product of social and historical background that is constructed when an individual categorize themselves a group, in addition to social context and ethnically accustomed communicative structures in a particular society (Jung and Lee,2004). Language serves as a tool that embraces ones identity and operates as a mean of uniting a cultural community that share the same collective identity. In the process of identity formation, language functions as a tool that holds the cultural identity that the language resembles. Professor Ngugi Wa Thiongo, an African scholar and Kenyan author claims that language is a carrier of culture (cited in Kaili and Kaili). He explains that the distinctiveness qualities that a culture possessed for example, its own value, custom, principles, faith, ideologies and the ways of life are embed in its own language. Kaili and Kaili (1998) gives an example about the relationship between language and identity that is embedded in a culture of fakaapaapa to the variety of status in Tongan social hierarchy; this cultural customs is conceded in the Tongan language of respect. A Tongan speaker will utilize variety form of Tongan speech to express the level of fakaapaapa that is ethnically suitable for the person ones is speaking to. This illustration demonstrate the role that language play in the process of identity formation. Lanehart (1996) in her article alleges that language is a part of ones culture and identity. In the article, Laneheart explains the connection between language and identity and how they are related with each other. She claims that our identities emerge from our transaction which is develop within a culture, whither language is essential. Lanehart relates language and identity through the concept of language goals where people construct their language structure so as to bear similitude with the cluster they want to identify with and want to become. As an African American, she gives her view based on her social experience where she explains the dilemma that African Americans face when they try to incorporate their language to cultural identity that they want to identified with. Social perception that equates the choice to speak Standard English as trying to be White creates a dilemma in most people that have multilingual background. This perception and situation demonstrate that there is a significant connection between language and identity formation. However, the role as a cultural identity that the language play is debatable because there are some cases when the individuals does not identify themselves as a group in particular ethnic even though they master the language of that ethnic. Jung and Lee (2004) in their study about the ethnic identities of Korean American students found that most of their research subjects identify themselves as a person that has a strong Korean background although they are fluent in English and were born in U.S. They identify themselves as either Korean American or Korean, but not American. This is the outcome of strong influence of Korean community that is ethnically oriented. In this context, we can see two forces that drive the changes and divergences identity formation: structures and agency. Structure is the forces beyond our control which shape our identities while agency is the degree control which we ourselves can exert who we are (The Open University, 2010). Ones cannot choose the language t hat they are born with because of the structure forces; however, as time goes by, identities changes as a result of agency factor such as media, environment and social pressure and this induce a person to make changes in which language and cultural identities they want to identify with. Open University (2010) asserts that identities are not fixed and constant; they change too. It can be concludes that language is not the only tools that embrace identity; there are some other external factors that helps the process of identity formation. Language also works as a mean of connecting a cultural community that share the same collective identity. Collective identity refers to sense of belonging when an individual identify themselves to a group or nation (Open University, 2010). Kaili and Kaili (1998) claims that when an individual speak their mother tongue language with their peers, they are a sense of relationship, unity and bond that make the cultural community more connected with each other. Research that was conducted by Jung and Lee (2004) found out that Korean language is the agent that unites the Korean Americans cultural community. Even though there is a type of student whom did not really engage with Korean cultural activities, this type of students still typically hangs out with Korean peers because they feel cultural disparity when they communicate with American peers. Ghose (2010) supports the idea of unity that language plays in identity formation in his article and he stresses that language serves as a mean of unifying the country. If the role of language in uniting a cultural community is analyzed in a different perspective, language can act as a tool that divides the people in a cultural community. Goose (2010), Lanehart (1996) and Kaili and Kaili (1998) share the same opinion about this idea. They critique the society obsession with Standard English and how English have eroded the cultural identity of their culture. For example, many Tongans see the Tongan language as an obstruction to their academic and economic development; they favored English language more than the Tongan language. Freire and Macedo (1987, 128) highlight that language should never be understood as a mere tool of communication (cited in Lanehart). Without doubt, language plays a significant role in the formation of cultural identity. It also acts as tool to unite the people in one cultural community that share the same collective identity. We often do not realize how much language has impacted our life. So, it is important for us to value our language because it carries our cultural, historical and social identity. Without a language, ones will lose its own identity.

Choose one case study and write an academic essay Essay

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature. PART B = Name the Education Queensland (or relevant educational body) policies, frameworks, statements and directives that will have implications for this class/training group (include website address). Note how these policies will support your planning that you have written about in part A. Due Date: 20th January, 2014 Course: Education Specialization: Early Childhood Lecturer/Course Examiner: Noah Mbano Word Count: 2380 This assignment will identify and address the educational needs present in the early childhood case study. The educational needs being addressed will be the basis for Part A, which are, English as a second language (ESL), cultural diversity, social skills, intellectual disabilities and behaviour management. Pedagogical practices and strategies will be suggested to cater for the diverse learning needs of all children attending the service. The focus will be on the delivery of learning opportunities, according to need, to maximise students’ learning capacity and not to label the children. Part B will support the pedagogical response and planning ideas outlined in Part A, by the relevant policies, frameworks, statements and directives from Educational government bodies that implicate the service. PART A English as a Second Language (ESL)/cultural diversity The case study states that the centre has a number of children with different cultural backgrounds. The first educational need relates to ESL and cultural diversity. Educators must respect the diverse cultural backgrounds and ensure equity, so children develop knowledgeable and confident self-identities (DEEWR, 2009). A positive sense of self is fostered when children are supported in their environment to feel safe, secure and supported (DEEWR, 2009). Early childhood educators should support students for whom English is a second language to develop their English language skills, empowering them to communicate and engage within their new environment. From the start of their enrolment, students and their families should be welcomed and feel a sense of belonging at the service. The centre’s philosophy should be based on an understanding that parents should be recognised as the child’s first and most influential educator, whilst supporting the National Childcare Accreditation Council’s quality area two ‘Partnerships with families’ (NCAC, 2005). In practice it has been found that, to support a smooth transition parents and child should be encouraged to have a settling in period, which can be used to share knowledge about the center; it’s curriculum and cultural background. Educators should exchange this information verbally as well as in a written form. During the settling-in period the child has the chance to meet new friends and to become more familiar in their new environment, whilst in the comfort of their parents. Enrolment strategies are to understand, support the child, his/her families and caregivers and to differentiate your program to support all cultures. Educators should build an understanding of individual culture including â€Å"norms, values, beliefs, languages, traditions, behaviours, symbols, activities, achievement, and possessions† (Ashman & Elkins, 2012). Educators can familiarised themselves with the families’ beliefs and values by providing the parents with English-language programs or translators, helping by collaborating and giving continuing support. Using these strategies to encourage family participation within the centre will support cultural diversity and an understanding of the world we live in. Example of  this would be celebrating cultural days, such as Naidoc week within the Aboriginal culture. Workers in the industry report that ways in showing a cultural understanding is to ask families to bring in family photos for display, to provide familiar words from their native language or invite them to talk about their culture or share a special dish are other possibilities. This will help ease the child into the classroom environment. To support the child, strategies such as simplifying language, making instructions clear, breaking down the steps, providing multiple technology devices of communication and observations to recognise confidence could be used. Have classroom routines and consistent expectations to help the child understand what they are expected to do. Educators should ensure individual expectations are clear and understood by children to reduce frustration and barriers from being formed (Ashman & Elkins, 2012). Social Skills The second educational need is the inclusion of social skills. Educators have the responsibility to provide a welcoming and safe environment, where children feel accepted and part of a group. Through social interactions children can share knowledge and develop confident self-identities (DEEWR, 2009). Educators should identify each student’s positive characteristics then use them to establish an understanding of interests to keep them engaged. This helps move towards an inclusive environment. An inclusive classroom should provide a safe, flexible learning environment where all students have sufficient support to achieve outcomes consistent with their capabilities, become willing to take risks, and construct knowledge that is personally relevant and meaningful. Differentiating the program experiences and assessment by taking on an individualised approach aims to promote success and self-esteem (Ashman & Elkins, 2012). It cannot be assumed that social inclusion will occur automatically to new students (Ashman & Elkins, 2012). Strategies to encourage social inclusion are to ensure all students are actively involved in the organisation of the classroom; the educator thus needs to build a positive relationship with the student, providing opportunities for social interaction in group work, games and activities. Educators are qualified enough to support students’ friendships and ensure that their classroom is socially responsive. Following up on these aspects should be done promptly with regular observation and review on progression  in social skills from the child. Through anecdotal evidence, documenting these observations have shown to support the reflection process and assist in justifying and preparing plans for the child’s individual needs, interests, strengths and weaknesses (Churchill et al, 2013). Intellectual disability The third educational need is the inclusion of children with intellectual disabilities. All schools aspire to have collaborative, school-based terms that are organised to develop supportive networks for students, including the intellectually disabled. Educators should recognise strengths and capabilities and not make assumptions about the students’ ability based on their diagnostic label. Reasonable steps should be taken to ensure students with disabilities are given multiple means for participating in learning. These would involve learning through multiple, examples, media and formats, choice of context and tools, opportunities for demonstration and level of challenges. Give students plenty of options for expressing what they know, and provide models, feedback and support for their different levels of proficiency (CAST, 2012). Multiple strategies can be guided by the principles from the ‘Universal Design for learning’, which is a framework that shifts educators’ understanding of learner differences. It challenges them to rethink the nature of curriculum materials and endow them with the inherent flexibility necessary to serve diverse learning needs (Wright, 2006, as cited in Module 4, 2014). Strategies that also facilitate this include, varying the type of activities or the method of instruction, providing additional human and technical resources, giving extra support, modifying the ways in which the student will respond, or changing the classroom environment. These variations should be designed in such a way that the student with a disability is able to participate in the learning experiences on the same basis as a student without a disability, and without experiencing discrimination. There is anecdotal evidence that contemporary approaches to intellectual disability emphasise equal ac cess, participation, and recognition that a person’s level of functioning will improve if appropriate, individualise and supports are provided. Behaviour management The fourth educational need is behaviour management. Before considering specific learning issues, there are a number of factors outside of the school that influence school behaviour issues; family, socio-economics, culture, religion and race; and socio-political factors. Educators should agree that it is important to establish a cohesive understanding of socio-culturally acceptable behaviours when addressing behaviour management. Strategies to encourage positive behaviour rely on a pedagogical approach that sees the educator making adaptations, so the students can work effectively. In practice is has been found that students with behaviour problems often learn best when tactile and kinaesthetic strategies are presented. According to Early Childhood Australia (2013) the two main reasons misbehaviour usually occurs is when, children are expressing their feelings and children who have not yet learnt how to do what is expected. Strategies aimed at preventing misbehaviour include setting clear limits with input from the children and teaching the children what behaviour is appropriate and what is not (Early Childhood Australia, 2013). A critical aspect of maintaining students with behaviour problems in an inclusive classroom is the recognition of the learning difficulties that students face (Mooney, Epstein, Reid, and Nelson, 2003, as cited in Ashman & Elkins, 2012). One of the most important strategies for any teacher is to be a role model and to create a supportive and welcoming classroom. This will encourage all students to persist and work together more inclusively. To encourage appropriate behaviour, staff to child ratios should be obeyed at all times. This will ensure adequate care is been given to each child. Routines to be followed, keeping mealtimes regular and not too late, as some children will be hungry and this can lead to misbehaviour due to irritability. This can be changed by being responsive, flexible and adopting an individualised approach to routines. However sometimes circumstances change suddenly and this can result in routines been disturbed, for example, changes at home and the circumstances affecting behaviour is out of your control. The main idea is to facilitate individuals in developing his or her authentic self, through fostering student’s knowledge in a number of different genres, within a school, family or social environment. As a result of the diverse economic, social, spiritual, cultural, and political realities of our individual lives, a single aim of education wouldn’t suit  everyone’s needs. Therefore we need to create opportunities that will lead a student to their own success, a success defined by the individual. After all research has shown that â€Å"the way children learn, is as unique as their fingerprints† (CAST, 2012). Including students with educational learning needs in the regular classroom will provide the children with opportunities to interact with more able peers. By interacting in small groups, students learn to listen to what others have to say, understand that they may have different perspectives, share information and ideas and express different points of view in socially acceptable ways. Although it may appear that time and considerable organisation is focused on children with educational needs, it will have a positive impact on the delivery of the curriculum. The strategies outlined can be used not only for the child in need but all other children in the class will benefit from the additional strategies that will in turn cater for the multiple ways of learning throughout the class. PART B The Early Years Learning Framework (EYLF) is Australia’s first national framework, which forms an important written guideline for the unity of care and practices ensuring all children involved in early childhood education settings experience quality teaching (AGDEEWR, 2009). The EYLF’s curriculum supports children’s learning from birth to five years of age, as well as their transition to school. Part A mentions strategies that relate to the EYLF’s curriculum The ‘Being, Becoming and Belonging: The Early Years Learning Framework is the document used in all services implementing the National Quality Standard. It consists of a set of principals, practices and outcomes that advise educators that children have a strong sense of identity, children are connected with and contribute to their world, children have a strong sense of wellbeing, children are confident and involved learners and children are effective communicators. Strategies suggested in Part A directly relate to these outcomes from the EYLF by advocating play-based learning while recognising the importance of communication, language, social and emotional development (ACECQA, 2009). All elements are fundamental to curriculum making decisions and pedagogy in an early childhood setting. The National Quality Framework (NQF) is a tool to assist childcare providers to improve their services in the areas that  impact on a child’s development and empower families to make informed choices about which service is best for their child. The NQF has many implications for the centre, including a national legislative framework that consists of the Education and Care Services National Law and Education and Care Services National regulations, a National Quality Standard (NQS), an assessment and rating system, a regulatory authority and ACECQA. ‘The Guide to the National Quality Framework’ directs centres in implementing the framework. The National Quality Standard is responsible for administering, including approving, monitoring, and quality assessing and rating. Services are assessed and rated against the Seven Quality Areas; this ensures the organisation and its educator’s are meeting the standards and providing high-quality educational programs. The Seven Quality Areas that relate to all practices outlined in Part A, are; Educational program and practice, Children’s health and safety, Physical environment, Collaborative partnerships with families and communities, Staffing arrangements, Relationships with children, Leadership and service management. Education and Care Services National Law (Queensland) Act 2011 outlines the legislation that has implications for the service. It outlines regulations regarding inclusion and provisions. The National law establishes the ACECQA, which is responsible for ensuring that the NQF that is implemented consistently across all states and territories. The Child Care Regulation 2003 directs policies and outlines the lawful standards that implicate the service. These regulations implicate all practices and strategies outlined in Part A, by providing a directive for compliance. The United Nations Convention on the Rights of the Child (UNCRC) sets out rights in 54 Articles and is guided by four fundamental principles. The articles are about how adults and governments should work together to make sure that all children get all their rights. The four fundamental principles are, non-discrimination, the best interests of the child, survival, development and protection and participation. These protocols have implications for the service with its outline of the basic human rights that children everywhere have. This is put in place to ensure that services are meeting the basic needs of ch ildren, to help them reach their fullest potential. Many of the rights support planning strategies outlined in part A including the right to his or her own name and identity, the right to an education, the right to be  protected from abuse or exploitation, the right to express their opinions and have these listened to and, where appropriate, acted upon and the right to play and enjoy culture and art in safety (UNICEF, 2012). The Disabilities Discrimination Act (DDA) education standards outline the obligations to assist people with a disability under the DDA. The DDA therefore has direct implications for the service when catering for children with disabilities to ensure their right to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are available to a person without disability. These policies support the planning and implementation of differentiated learning, assessment, accommodations, adjustments, re-designing and the universal design for learning. Melbourne Declaration outlines a commitment to working to support the development and strengthening of early childhood education, to provide every child with the opportunity for the best start in life and there for has implications for the service. The ‘Commitment to Action’ supports the planning for part A in such areas as developing stronger partnerships and strengthening early childhood education, advocating services to work towards smooth transitions into schools, providing parents, carers and families with information regarding equity and supporting young Australians to become successful learners, confident and creative individuals and active and informed citizens (MCEECDYA, 2008). References Ashman, A., & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity (4th ed.). Frenchs Forest, NSW: Pearson Australia Australian Children’s Education & Care Quality Authority (ACECQA). (2011). Guide to the National Quality Framework. Retrieved from http://acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdf Australian Government Department of Education, Employment and Workplace Relations (DEEWR) for the council of Australian Governments (2009). Being Belonging Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. CAST,inc. (2012, May 3). National centre on Universal Design for Learning: UDL at a glance [Video file]. Video posted to http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0 Churchill, Rick. (2nd Ed.). (2013). Teaching: making a difference. Milton Qld: John Wiley & Sons Australia, Ltd. Early Childhood Australia. (2013). Managing challenging behaviour. Retrieved from http://www.earlychildhoodaustralia.org.au/learning_and_teaching/childrens_behaviour/managing_challenging_behaviour.html Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Ministerial Council on Education, Employment, Training and Youth Affairs, {MCEETYA} (2003). A National Framework for Professional Standards for Teaching. Retrieved January 2, 2014, from source. http://www.curriculum.edu.au/verve/_resources/national_framework_file.pd Module 4 – Differentiating the curriculum and universal design principles. (2014). Retrieved January 2, 2014, from http://usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=167984 National Childcare Accreditation Council. (2005). Quality Improvement and Accreditation System: Quality Practices Guide. Retrieved from http://www.ncac.gov.au/resources/qias_qpg.pdf Queensland Government. (2012). Disability Discrimination Act 1992. Retrieved from http://www.comlaw.gov.au/Details/C2013C00022 Unicef. (2012). Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/

Stefan’s Diaries: Bloodlust Chapter 13

Damon. Death. The words swam in my mind as I tried to make sense of what I was seeing. Damon was alive. But who knew for how long? If he had been captured, he was undoubtedly weak. How could he face a ravenous beast in a battle and survive? Anger tore through my body, along with the familiar ache of my fangs elongating. I ripped down the sign with a snarl. â€Å"What is it?† she hissed, her own fangs bared. I held up the paper. â€Å"My brother,† I said, staring without comprehension at the poster. The picture made him look like a monster. My eye twitched. â€Å"The battle is in two days.† Lexi nodded, taking in the portrait. â€Å"Gallagher found him,† she said, almost to herself. I shook my head, not understanding what she meant. She sighed. â€Å"Big businessman. He owns a lot of places in town, including a two-bit circus and freak show. Always looking for curiosities to display, and people always seem to find the money to attend. Your brother–â€Å" â€Å"Damon,† I said, cutting her off. â€Å"His name is Damon.† â€Å"Damon,† Lexi said gently, tracing the image with her fingers. â€Å"He doesnt deserve this,† I said, almost to myself. â€Å"I need to help him. But † I trailed off. But what? How could I possibly save him? â€Å"Well need to find him,† Lexi decided. She brushed leaves and dirt from the back of her pants. â€Å"Do you trust me?† Did I have a choice? My hunger forgotten, I followed her through the forest and back to the wide, silent streets of the city. â€Å"Gallagher lives somewhere in the Garden District with all the other nouveaux riches. On Laurel Street, I think,† Lexi murmured as we wove our way to the center of town. â€Å"This has happened before, soon after Gallagher arrived in New Orleans five years ago.† â€Å"What happened?† I asked, following closely behind her in the shadows. â€Å"He found a vampire. Hes good at finding us. Or maybe were good at finding him. But the other vampire wasnt part of my family. And † She stopped suddenly. â€Å"What happened to him?† But Lexi merely shook her head. Wed arrived at the Garden District, where the streets were wide and the lawns hugging the sherbet-colored Victorian houses were lush and expansive. â€Å"Here.† She stopped at a pistachio-hued mansion enclosed by an open wrought-iron fence. Magnolias and calla lilies spilled over the gate, and the air smelled like mint. Just beyond, I could see an enormous herb garden that took up a fifth of the property. I recoiled as we walked closer, as the garden grew a generous amount of vervain. Lexi wrinkled her nose. â€Å"He knows all the tricks,† she said wryly. We pushed open the gate, our footsteps barely crunching the gravel on the path that circled the house. Cicadas buzzed in the sycamore trees above us, and I could hear horses pacing in the stable. And then I heard a low moan. â€Å"Hes out back,† I said. Lexi gazed up at the sky. Orange streaks were starting to peek above the horizon; it was about an hour until day broke. â€Å"Its too close to dawn,† Lexi said. â€Å"I didnt realize how late it is. I have to go.† I looked at her sharply. â€Å"Im not protected.† Her fingers fluttered to my ring, and I glanced down self-consciously. The lapus lazuli adornment had become so much a part of me, Id forgotten that it made me different from other vampires, made me able to walk in the daylight. Katherine had arranged for both Damon and me to have this protection. â€Å"Well come back tomorrow. The others can help us then,† Lexi insisted. I shook my head. â€Å"I cant leave him.† Birds chirped in the trees above us, and from somewhere nearby came the sound of glass shattering. The orange streaks in the sky grew fatter, brighter. â€Å"I understand,† Lexi said finally. â€Å"Be safe. Dont play the hero.† I nodded, scanning the grounds for any guards or animals lying in wait to attack. When I looked up, Lexi was gone and I was alone. Stealing quickly to the back of the house, I made my way toward the whitewashed stable. Horses pawed the ground nervously, obviously sensing my presence. The stable doors were padlocked with an iron bolt. I grabbed the chain, testing it. Even though Id barely fed since the previous evening, it would be easy enough to rend the chains with my bare hands. But something stopped me.Don't play the hero.Lexis words echoed in my mind. She had become my guide during the past couple of days, and I knew it was in my best interest to listen to her. Better not to leave any evidence of an intruder, better to get the lay of the land before doing anything rash. I released the chain, and it fell back against the door with a loud clanking sound. A horse whinnied. I walked to the other side of the stable, where a dusty window was open a crack. â€Å"Brother?† I whispered hoarsely through the window. The cloying scent of vervain was everywhere, making me woozy and nauseated. In the corner, a filthy figure struggled to sit up. Damon. His hands and feet were bound with chains, and his skin was covered in angry red welts. The chains must have been soaked in vervain. I winced in sympathy. Damons eyes locked on mine. â€Å"You found me,† he said, no emotion in his face. â€Å"Are you happy to see that Im close to death, brother?† â€Å"Im here to save you,† I said simply. The horses were kicking up the sawdust around their feet in agitation; I didnt have much time before someone in the house heard the disturbance. Damon shrugged, an effort that clearly took all his energy. His eyes were bloodshot and glassy. A large cut lined his forehead, slicing into his eyebrow. He looked awful and emaciated; it was clear he hadnt eaten in days. I glanced around, hoping I could find something–a squirrel, a rabbit, a chipmunk–to kill and toss to him, but there was nothing. â€Å"So the cold-blooded killer is going to save me.† Damon attempted a wan smile. He leaned back against the wall, his chains rattling. â€Å"Yes, we have to–â€Å" Suddenly, I heard the sound of a door slamming, then a dog barking. I whirled around toward the main house. â€Å"What do you think youre doing?† a voice yelled out. And I stood, my hands raised to the sky, unsure of who–or what–had found me this time.

Irish Banking in a digital age - Free Essay Example

Sample details Pages: 7 Words: 2097 Downloads: 6 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Did you like this example? Index Introduction Case Study Information Systems used by NTUC Income before Migrating Business Processes used by NTUC Income before Migrating Problems Associated with the Old Systems New Digital System capabilities How did the new system resolve the problems How did the new digital system provide a basis for the orange strategy Could Orange have been available with the Old systems Three Important Lessons for Irish Retail Banking Conclusion Introduction Banking in a digital age is a huge subject and I have gone into some detail to analyse the case study and to answer the questions outlined. However I want to initially highlight the diagrams below, the first diagram shows the percentage of customers that consult the internet and is self-explanatory, however it does highlight how important the internet is to banks to create revenue and to ensure their viability on into the future. The second diagram however is somewhat of a parallel to this in that it shows that younger customers are inclined to bank with larger well known banks regardless. An interesting argument could be given for both sides. Case Study Don’t waste time! Our writers will create an original "Irish Banking in a digital age" essay for you Create order Information systems used by NTUC Income before migrating were: Old fashioned HP 3000 mainframe system Decades old Cobol programs Batch processing systems, Agents tried to submit the documents using notebooks Business Processes Used by NTUC Income before migrating to new digital systems were: Entirely paper based Customers met with broker/agent to complete proposal form Form is submitted by courier to Office service department Form is logged and sorted Form is then sent to underwriters. Accepted proposals then sent to computer Services Department be printed and distributed. All original documents then sent to storage unit for logging and filing In a lot of cases departments had to pass physical documents among each other Problems Associated with the Old Systems Very cumbersome and time consuming process After proposal form completed by customer it could take 2 to 3 days for the form to be couriered to underwriters Form then sent to computer services department to be printed and distributed. Sent to storage unit to be logged and stored which could take over two to three days Document retrieval slow and cumbersome taking up to two days to locate, then the form had to be shipped by courier. Refiling would take 2 days. Documents had to be physically passed to each other High volume of staff involved in clerical roles, from start to finish the policy will have been handled by up to 13 staff Entirely paper based system Existing computer system very unreliable with regular breakdowns Breakdowns meant loss of man hours re-inputting lost data Existing system had to be backed up daily however if system crashed during the day staff had to choose whether to save daily reconciliation or whether to do a full back up If daily back up not completed previous days data would be lost No Real time data, systems did not allow data inputter to see if customer is existing or new. Loss in revenue and sales due to lack of real time data. Existing system had 3 major hardware failures which mean loss of 6 days. Regular breakdowns No up to date information for departments or internal digital mailing system. 2.1 New digital system capabilities New Java based EBao Lifesystem All branches equipped with scanners and new monitors New PC RAM of 128MB New hardware and software for application servers Disk storage systems Data transmitted immediately All Documents scanned and stored on digital devices Data stored on two or more servers all connected by two or more connection lines. Faster cable Wireless capability Fiber-optic Backbone 2.2 How did the new system resolve the problems? Reduced timeframe for induction of policy Efficient scanning and processing systems. Real time data, enabling cross sales and cross referencing for existing customers Reduction in time to react to market trends and changes. Easier to design and launch new products to keep ahead of market trends Good backup systems, data saved on two or more servers ensuring no loss of data New disaster recovery site that no longer required restoration of the previous dayà ¢Ã¢â€š ¬Ã¢â€ž ¢s data Improved customer service as new system gave a single view of each customer showing all real time data allowing cross selling and reduced turnaround times Up to 50 percent saving on time and costs 3.1 How did the new digital system provide a basis for the orange strategy? Orange was stuck in a paper based timewarp. This meant that all time and energy was put into manual applications which did not leave time for them to focus on a more customer friendly and customer focused organization. The new system meant that there was a huge reduction in the need for large volumes of clerical staff and these staff could be utilized to provide a better customer service and also provide a better profit for the business by utilizing the customer information to enable cross sales. It also enabled time for the marketing strategy to be overhauled as up to date data was now at hand. This data provided a customer profile facilitating the sale of more relevant products by providing some Golden Nuggets of information. As the systems could provide some analytical and operational CRM data. It also enabled the business to be able to react quickly to any new market trends as the new digital systems were able to take on and launch new products quickly and in fact enabled them to set up a brand new concept in the insurance business, the launch of the Orange motorcycles fleet. This fleet was very distinctive and easily spotted on the high street which in itself was a major marketing tool but they not only serviced their own customers who had accidents but also non customers which in turn meant that these people would go to Orange the next time they needed a quote for insurance and also created a Feel Good moment. It enabled them to launch Orange Eye which was a smartphone application. This provided an in car camera which helped combat motor insurance fraud which ensured that costs for the company would be kept down and in turn allowed for reduced insurance policies. 3.2 Could Orange have been available with the Old Systems? Orange would most definitely not have been possible with the old system. They were not able to provide an efficient, straightforward, transparent system or product due to the major constraints of the old systems. 4. Three important Lessons for Irish Retail Banking 1. Banks have to embrace the Digital Age to Increase profit. Banks have to embrace and utilize al l systems available and even create new systems in order to increase revenue and in turn increase profit. According the statistics provided by The Second UPC Report on Irelands Digital future the projected value of the Irish internet economy in 2020 will be E21.1 BN, Projected on line Consumer Spending will be E12.7 BN as opposed to figures provided for 2014 when online consumer spending was E5.9 BN. Therefore this market has to be tapped to ensure the viability of the bank into the future. While initially consumers were reluctant to take on some of these new online systems such as online banking one would wonder what their reaction would be if it were to be taken away from them overnight. As can be seen from table below sourced from PWC the percentage of users of online services has increased tenfold and banks have to embrace this change and utilize it to their advantage. Gen Y = born 1980, Gen X = born 1965 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 1979, Baby boomers = 1946 à ¢Ã¢â€š ¬Ã ¢â‚¬Å" 1964, Matures born prior to 1946 2. Digital systems improve services. The new orange system allowed for funds and also staff to be freed up to create a much better customer experience. One way of doing this was to send out the Orange Fleet which proved a huge success. This model has been in some way reproduced with banks now beginning to think outside the box, by providing some time/space shifting services such as Mobile Mortgage Managers who will visit you out of bank hours and in turn the new systems that allow you to bank on line 24 hours a day online in the comfort of your own home. Bank of Ireland are currently trying to promote an internal scoring card system that they call NPS to ensure that we continue to provide an excellent customer service and allowing all opportunities to be utilized and all cross sales achieved to ensure a good profit and also a good service to the customer. As outlined in our lectures 50 percent of time and effort is invested in trying to get new customers in the first place and 50 percent to hold onto them. It costs six times more to get a new customer therefore a high retention of existing customers ensures an increased profit. Accenture created a Consumer research of over 13000 in 33 countries and they found that 61% if customers globally switched providers due to a bad experience and 85% switch providers because they feel that companies donà ¢Ã¢â€š ¬Ã¢â€ž ¢t make it easy to do business with. It is no secret that the general publicà ¢Ã¢â€š ¬Ã¢â€ž ¢s perception of the Banks in light of the recent recession and bailout by the government has not been advantageous and therefore it is in our best interest to improve our systems and also do things a bit differently and this NPS scorecard is in some way helping this. Also the public would not have great trust in the Banks and again the à ¢Ã¢â€š ¬Ã…“simple honest and different approachà ¢Ã¢â€š ¬Ã‚  adapted by Orange could be adapted in a more robust pla tform by the Banks. 3. Correct systems have to be in place in order for customers to adapt and embrace the change. Bank of Irelands digital systems were sometimes seen as cumbersome by both staff and by customers alike. There were some major issues with Banking on line for business customers as it was difficult to get set up and in a lot of cases it wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t compatible with certain computer systems. There is also the publicà ¢Ã¢â€š ¬Ã¢â€ž ¢s perception of the risk concerned with digital technology and some customers do not trust the systems and still prefer to go in to the Bank and make their transactions or apply for their loans with a human. I showed a family member how to pay a bill on line. This was their first attempt at using this system and they were very impressed with how easy the process was, however as the payee was an Ulster Bank customer the transaction took a couple of days to go through. This caused my relation a huge worry (they are in their 60à ¢Ã¢â€š ¬Ã¢â€ž ¢s) as she would have preferred to have had physical evidence such as a receipt for the transaction and they could not relax until the funds were acknowledged as received. This however is not such a worry for younger generations as they have more trust in the digital systems. The security issues need to be addressed and maintained and also the banks need to keep ahead of the fraudsters. As long as this continues to happen I can see a continued rise in the use of digital banking systems. Conclusion As outlined on the Bain Brief article à ¢Ã¢â€š ¬Ã…“Many banks have been too quick to capitalize on digital technologies as a way to strip costs out of their operations. Steering their technology-enable customers to websites, mobile apps and ATMs, they are shuttering full-service branches and replacing them with automated kiosks. But while the savings from taking a self-service approach can be enticing, the longer term costs of abandoning customers to their own h igh-tech devices are unacceptably high.à ¢Ã¢â€š ¬Ã‚  The Digital Challenge to Retail banks Oct 17,2012 by Dirk Vater, Youngsuh Cho and Peter Sidebottom. This article was written in 2012 and since then Bank of Ireland has come to realize this and are trying to keep their physical branch footprint in place in as much as possible in order to have a face behind the bank. Other major banks in Ireland have been reducing their branch footprint in order to reduce costs. We will have to wait and see in the future what the best approach to this will have been and as always hindsight is sometimes a great thing. Referencing Accenture Study, Global Consumer Pulse Research (2014) Bain Banking Study (2012) FIS Primary Consumer Research (Aug 2011) Laudon, Laudon,(2014) Management Information Systems Second UPC Report on Irelands Digital Future (2014) Stapleton, (2015) Banking in a Digital Age Webinars Putnam, (2011) Attracting and Retaining Gen Y and Gen X Vater, You ngsuh and Sidebottom (2012) Bain Brief The Digital Challenge to Retail Banks Villers, (2015) PWC Banking will mean digital banking in 2015