Religious and Philosophical Aspects in Melville's Moby Dick Essay

Religious and Philosophical Aspects in Melville's Moby Dick - Essay Example The two are secluded and remain in isolation with the sole purpose of investigating religious matters around the world. Ahab does not believe in the biblical story of creation in the Garden of Eden. Instead of having a desire for spiritual nourishment, he stays firm and confronts wickedness. The firmness is symbolized by a whale in the book (Melville; pp.178-179) Ishmael perceives Ahab as a weak man who is only after avenging for the sins he committed. Although Ahab professed Christianity, he was just a hypocrite who was only hiding in the masses. On the other hand, another character by the name Starbuck is unsure about how God should be shown respect. Human beings have weaknesses that sometimes disconnect them with their maker. In order to build a relationship, they must overcome their internal emotions and weaknesses and honor their maker. Due to the disrespect, the alluded Adam showed to the maker, he is eliminated from the universe. Unlike Ahab, Ishmael, who observed the teaching s of his maker is blessed immensely (Melville, pp.153-156). The traits demonstrated by the characters in Melville’s work are a clear revelation of his religious beliefs. He uses the Whale to symbolize the nature of God. God has supernatural powers and is both omnipresent and omnipotent. Ahab tries to go against the will of God and tries to collude with Satan. Melville is of the view that those who go against the will of God are likely to be punished severely (Melville, pp.483-484). In the book, a Priest by the name Mapple uses Jonah in as an example of a person who went contrary to the wishes of God. Consequently, the fish swallowed him. According to the priest, we cannot honor God before we honor ourselves (Melville, pp.344-345) Melville advises that we should forego our personal desires for the sake of worshipping the Lord. Ishmael comes out as a character whom God wants human beings to be while Ahab is demonstrated as a disgrace to religion. Ahab practices

Discussion Questions Essay Example | Topics and Well Written Essays - 500 words - 23

Discussion Questions - Essay Example s still a big field for most business people and academics to be concerned with it, especially in todays connected and digital world, enhanced by advanced information and communications technologies like the cell phone and the Internet. These inventions in improved communications has also presented a new set of challenges for marketing professionals because of the rapidity of these changes and with it, the speed by which information travels in the World Wide Web by way of dissemination. The influence of the Internet today reaches far and wide; it also influences daily lives in many ways because it has become ubiquitous as more people get connected on-line with the rise or growth in the Internet penetration. The sheer omnipresence of the Internet has presented new opportunities and problems for marketeers as they struggle to connect with their consumers in a digital world. An example of this is the rise of so-called on-line communities put up by the firms to help them connect with buyers but has presented some difficulties for them in most instances, because of their failure to recognize the four pillars of a successful hyper-sociality in tribalization efforts (Moran & Gossieaux, 2010, p. 238) and the primary reason for shutting these sites down. Many big firms, especially global enterprises, have resorted to use of a fancy integrated marketing communications (IMC) but the practice also has its drawbacks. In particular, not many people know or understand what it actually means, because it is still an emerging discipline. It is still in infancy and there is a dearth of literature on the subject (Kitchen, Kim & Schultz, 2008, p. 532) such that what happened is that practice has instead gone ahead of the theories on IMC. The way to counter this seeming ignorance is that proposed by using a consumer-centric perspective that combines both IMC and relationship marketing to sustain loyalty (Finne & Gronroos, 2009, p. 180) among consumers of the company which transcends

Origins Of Alternative Education In India Education Essay

Origins Of Alternative Education In India Education Essay According to one of the view, education has been derived from the Latin word educare which means to bring up or to raise. According to this view, education is process of imparting to an individual certain information and knowledge which was considered by the society. Education implies the modification of the behaviour of the individual by imposing standards of society upon him. Thus, this derivation gives the concept of teacher-centred rather than child-centred education. There is another group of thinkers who believes that the term education has been derived from the Latin word educere which means to lead out or to draw out. Education therefore, means to lead out or draw out the best in man. It is the process of drawing out from within rather than imposing from without. In the Indian Context the Education means The Indian Synonyms of Education are the words Shiksha and vidya. Shiksha is derived from the Sanskrit verbal root Shas which means to discipline to control to instruct or to teach. Similarly Vidya is also derived from Sanskrit verbal root vid which means to know. Hence the disciplining the mind and acquisition of knowledge have always been the dominant theme in Indian approaches to understanding the education. Experimental learning The experimental education is an organic and constantly evolving approach to learning .According to them they believe that anyone can do it. The ideas advocated can be replicated almost anywhere, and can be used, as some are doing, in mainstream (government and private) schools. This type of pedagogy helps in Enhancement in Education. It explores the ways in which children can discover their own talents and interest, at their own talents and interest, at their own places, in their own ways, assisted by teachers, parents, and friends and others-learning in and from their neighbours, their village, their community and the environment in which they live. It tells that how education can be successful in terms of childs own need for knowledge. This kind of education therefore relies heavily on experiential learning which compiles of innovative approaches, method, and idea of learning, aim to be child centred). The relevant and liberating education should include:- Being child-focussed- the child is the centre. The child dictates the pace and interests. Allowing learning in multiple ways. Enhancing the senses through learning. Not being exclusive, there is a (government-prescribed) examination for school completion, nor it should exclusive in the terms of class, gender, caste or religion. Meeting a childs life -enriching needs in compliance with child rights, imparting spiritual values, knowledge of moral, social norms and duties and finally, it should try out to meet life-development needs of functional training of innate talents, and vocational education. The importance of education being child-centred, starting from what the child knows and is interested in, and at the pace preferred by the child. Now Approach to primary education has been formally accepted not only by the one country but also by the whole world including the developed and under developing countries as a human right for almost half a century. Yet, today even we enter into the era of 21st Century; there is only about three-quarters of children of school-going children are able to attend a primary school. In a developing countries large number drop-out of children took place before reaching Class V and there are many others who are never able to reach schools. Although the country like India in which the government had placed a high priority on education in policy statements, every time fails because of proper implementation is lacking in the policy. Thus an India stand with 30 per cent of the worlds illiterates has female literacy rates much lower than in sub-Saharan Africa [PROBE 1999]. The worlds largest number of children who are out-of-school is reached the mark which is close to 59 million are in India, ou t of which 60 percent are girls (Human Development Report 2000, UN).37 percent of the children from India are unable to reach Class V [Haq and Haq 1998]. And this despite the Directive Principles in Article 45 of the Indian Constitution which prescribes that the state shall try to provide, within a tenure of ten years from the commencement of the Constitution, for free and compulsory education for all children until they reach the age of 14. Although after this decision the number of primary schools has increased 2.82 times since 1951 and enrolments have improved, the responsibility of the government for creating a satisfactory infrastructure has in practice not been matched by corresponding out-lays which continue to remain woefully inadequate at around 3 per cent of the GDP. The vast number of maze of literature on primary education in India has identified various reasons for its abysmal state; why children drop out and why they remain un enrolled or not going in the school. In th is space several studies have been done which indicated that the poor quality of schooling is responsible for low retention [Colclough 1993; Bhatty Kiran 1998; PROBE 1999; Banerji 2000; Dreze and Gazdar 1996]. However, most of these studies look at the problem of education within the confines of the classroom. They tend to ignore or underplay the fact that besides poor quality, demotivated or un interested teachers and inadequate infrastructure, there are larger other structural constraints which impede access of children to schools. There are several literature written on primary education in India also reveals that access and retention remain problem areas in this sphere. Origins of Alternative Education in India History Overview The present mainstream educational system was inaugurated in India in the mid-nineteenth century. Over the next century; it almost completely supplanted earlier educational institutions. There had, earlier, been a wide network of small village schools- pathsahlas, gurukuls and madarasas. There was a concept of One Village-One School and was become the norm in various parts of the country, up to the earlier nineteenth century. A large number of such learning schools-reportedly100, 000 was just in Bihar and Bengal. They played important social role and were, in fact watering holes of culture of traditional communities. (Dharampal, 2000).Students from various castes studied in these schools, although there was no such discrimination on the basis of castes, creed and colour. It was open for all but there must have been disproportionately representation in the school, the boys outnumbered girls. Most of the girls learnt a range of skills within their homes; from parents, relatives, and pr ivate tutors- including Arts, crafts, practical skills, agriculture, health and languages. Harking back to the tradition of monasteries and ashrams, schools interspersed training in practical life skills with academic education. As the time goes on within the overall context of decline of local economies, these went into decline and decay under colonial rule. Intentionally the policy was employed by the government to wipe out this community based schooling, and replace it with an alien model. In 1931, Gandhi alleged that today India is more illiterate than it was 50 or a 100 years ago (M.K.Gandhi 1931, Dharampal 2000). He also added that British administrators had à ¢Ã¢â€š ¬Ã‚ ¦.scratched the soil and begun to look at the root, and left the root like that and beautiful tree perished. Indigenous education was replaced by an alien and rootless, deliberately set up, as it was explained by Lord Macaulay (1835), to form a class who interprets between us and the millions we govern. Despite the transfer of power in 1947, Indian schools continued in the same mould. Some changes were introduced: the government expanded its reach and network of schools in both rural and urban areas and local vernacular languages were accepted as medium of instruction in these schools. Today we have vast network and number of government in our country and growing number of private run institutions. Yet, the basic format remained the unchanged, a large number of school today based on derivative and mechanistic model. They are designed to produce individuals who fit into modern society and its (Consumerist and competitive) Values, and are easy to govern since they learn to be highly disciplined within hierarchical, centrally administered institutions. Schooling thus, tends to reinforce social inequalities-Class, caste and gender. Affluent Children go to privately run schools, while poor attend schools run by the state because for poor access to private school has become the dream. Despite of Vital differences in facilities and funding, all these schools share a similar ethos. The ascent is on absorbing information rather on original thinking and imagination. The set up is centralised and bureaucratic, teachers distanced from students mostly merely doing a job, while school act as a delivery points for a set curriculum and content. Schools generate failures in large scale-contributing to crises of confidence at national level. Early Pioneers Alternative or the experimental learning to the educational system began to emerge as early as the late nineteenth and the early twentieth centurys. Some of these efforts really mark a significant change and their efforts are still visible. Social reformers began exploring alternative education by the late of nineteenth century. Swami Vivekananda, Dayanand Saraswati, Syed Ahmed Khan, Jyotiba Phule, Savitribai Phule and others promoted the idea of education as a force for social regeneration, and set up schools/institutions toward this end. Vivekananda and Dayanand Saraswati combined religious revitalisation with social service/ political work, through the Rama krishna Mission and Arya Samaj Schools respectively. Syed Ahmed Khan set up the Aligarh Muslim University (originally, Mohammadan Anglo Oriental College), with the goals of imparting modern education without compromising on Islamic Values. Jyotiba and Savitribai Phule were actively concerned with overcoming the social inequalit ies. They mainly work with the dalit children and girl schooling in Maharashtra. There were some Significant educationists emerges in half of the twentieth century included Rabindra Nath Tagore, Mahatma Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka And Sri Aurobindo. By the mid of the 1920s and 1930s, these stalwarts had created the number of viable models of alternative learning, as a considered response to the ills of mainstream education. Some of the ideas were in alliance with the struggles for national Independence and the revitalisation of Indian society. The alternatives emphasised commitments, and reciprocal links between school and the society. Rabindranath Tagore pointed out several limitations of school set up by colonial authorities, in his writings Shikhar Her Fer (1893) and Shikhar Bahan (1915). As a child, Tagore had refused to attend School; he later wrote, What tortured me in my school days was the fact that the school has not the completeness of the world. It was a special arrangement for giving lessonsà ¢Ã¢â€š ¬Ã‚ ¦But children are in love wit h life, and it is their first love. All its colour and movement attract their eager attention. And are quite sure of our wisdom in stifling this love? We rob the child of his earth to teach him geography, of language to teach him grammarà ¢Ã¢â€š ¬Ã‚ ¦Child-Nature protest against such calamity with all its power of suffering, subdued at last into silence by punishment. (Tagore, in Chakravarty1961,pg 218; in Prasad2005, pg81). Tagore set up his own alternative to the prevailing educational system: Vishwa Bharati in Shantiniketan, Bengal. Classes here, were- and still are held in the lap of nature. Vishwa Bharati becomes a centre for excellence in art and aesthetics, creative activities and awareness of local as well as world cultures. Gandhis view resembles Tagores in the emphasis on contextually relevant education, mother tongue as the medium of instruction, and opposition to examination-oriented bookish reaching. He translated his vision into practice through a series of school, starting in Phoenix Farm and Tolstoy Farm in South Africa and continuing into schools set up in Champaran, Sabarmati, Wardha and many other parts of India. Gandhi developed Nai Taleem or Basic Education in which students devoting few hours daily to academic pursuits, and the rest of the day to the performance of Bread Labour that includes craft work, agriculture, cooking, cleaning and related tasks. His approach to education aimed at strengthening village life and communities. As early as 1917, When Gandhi began five small schools for peasants children in Champaran, then he said, The idea is to get hold of as many children as possible and give them an all round education, a good knowledge of hindi or urdu and through that medium, knowled ge of arithmetic, rudiments of history and geography, simple scientific principles and some industrial training. No cut and dried syllabus has yet been prepared because according to him I am going on a unbeaten track. I look upon you present system with horror and distrust. Instead of developing the moral and mental faculties of the little children it dwarfs them. Stage crafts, arts, sports and celebration of festivals from all religion were important parts of Nai taleem. In Nai Taleem there were no textbooks as such, but students were constantly encouraged to use library and can get the knowledge of diverse field. In the library education is not only the motive but exposure to different field or subjects are also required. Educationist Gijubhai Badheka emphasised on childrens need for an atmosphere nurturing independence and self-reliance. He gave this idea an institutional basis by establishing Bal Mandir in Gujarat in 1920, and in his writings, he identified the different facets of idea. Gijubhais Divaswapna (1990) is the fictitious story of a teacher who rejects the orthodox culture of education. This classic piece of writing by him yields rich insights into effective teaching, as it describes experiments in education undertaken by an inspires teacher in a ordinary village school. Gijubhai explains and clearly showed that how to teach history, geography, language and other subjects through stories and rhymes, in a way that appealed to children. He believed in arousing the childs curiosity in a thousand and one things ranging from insects to stars, rather than routine textbook teaching. Gijubhau wrote a number of books and booklets for parents, teachers, general readers and captivating stories and ve rses for children. J. Krishnamurti too thought of education in connection with the whole of life. It is not something isolated, leading to alienation. He looks closely at the process of learning in relation to human life. In the biography of Krishnamurti, pupul jayakar quotes him speaking of that period in his life some 75 years later.The boy had always said, I will do whatever you want. There was an element of subservience, obedience. The boy was vague, uncertain, and unclear; he didnt seem to care what was happening. He was like a vessel, with a large hole in it, whatever was put in, went through, nothing remained.( J. Krishnamurti: a biography. Arkana,1996). He noted that the teachers have a responsibility to ensure thatà ¢Ã¢â€š ¬Ã‚ ¦when child leaves the school, he is well established in goodness both outwardly and inwardly. Krishnamurti set up two schools in the 1930s, Rajghat Besant School in Varanasi, UP and the Rishi Valley School in Andhra Pradesh, over the decades, the KFI (Krishnamurti Foun dation of India) has kept alive its commitment to meaningful education, expanding its network of schools to Chennai, Uttarkashi, Bangalore and Pune. Like Gijubhais and Gandhis schools, KFI has shown that alternative education can be made accessible to those from underprivileged backgrounds as well. Learning goals are individualised for each child, and teaching aids are carefully designed using cards, books, puppets, stories and local material. A visit to any of this school of Krishnamurti bring to his thought: Education is not just to pass examination, take a degree and a job, get married and settle down, but also to be able to listen to the birds, to see the sky, to see the extraordinary beauty of a tree, and the shape of hills, and to feel with them, to be really, directly in touch with them. Mainstreaming Alternatives Innovation of Alternatives Schools can spread to mainstream Education? Though it might seem fragmented and confusing, the landscape of alternative schooling is certainly fertile! From the range of schools discussed earlier, it is clear that there are people scattered across the different parts of the country, dreaming of a different kind of education, and many who are actually living out their dreams. Most of the experiments are small but fundamentally replicable. They reached out their target population in a meaningful ways to diverse children, from the different economic backgrounds and from diverse social settings. Several Experiments are clustered in Karnataka, Madhya Pradesh and Maharashtra with the sprinkling in other places including Uttar Pradesh, Uttarakhand, Bengal, Gujarat, Delhi, Pondicherry, Tamil Nadu, Andhra Pradesh, Kerala and others. It is instructive to remember that sometimes, there is no hard and fast line dividing the mainstream from the alternative. Even hardcore mainstream schools gradually adopt some elements of alternative learning in their pedagogy to teach the children. Lots of primary and nursery schools across the country have for instance have adopted the some elements of Montessori and play way methods, through which children enjoy the learning and grab the technique more quickly and efficiently. Widespread questioning has propelled even the government to usher in some improvements. Thus, non formal education campaigns links education to social awareness. The Bihar Education Project ( in partnership with UNICEF) has opened Charwaha Vidyalayas (for children grazing animals) and Angana paathshalas (courtyard schools for girls in remote areas). The Central governments Education Guarantee Scheme, and Alternative and Innovative Education Scheme employ flexible strategies for out of school children, incl uding bridge courses, back to school camps and residential camps for accelerated learning. In some of these, learning outcomes have proved to be of quite a high standard (Education for All 2005). Premier teacher training institutions such as the District Institutes for education and training (DIET) have incorporated a few creative, child centred pedagogies. The NCERT has devised a new, state of art curricular framework for school education. Yes all this is still a far cry from the realisation from the full blown alternatives. It is really sad to know that mainstream education still dominates the lives of the vast majority of Indian children. It mainly depends upon its philosophical foundation which rest on large scale, centralised, examination oriented teaching, with flexible daily schedules and rigid syllabi. In India they are many such examples which can be illustrated to a number of groups who were engaged in putting in their best efforts to bring about significant change in the field of education. They believe in their own work it does not matter to them that their effort was not in the large scale or that it was not visible to all people in the country. They think that if they or their work even influence the few young minds, they set us thinking about the enormous possibilities that would open up if the if local or national government support this changes. The government policy to set up a National Institute of Op en Schooling (NIOS) was found to be the most popular and significant step toward improvement in the field of education. Such a step opens the door to informal and individualised pace of learning, which was welcomed by most of the alternative schools. Indeed it was the first time when alternative learning was coming on their path of main stream professional education. With this government initiative to open NIOS has made possible the following: The opening of school for slow learners Inclusive education for the differently able along with normal children. Delinking of the methodology of a learning programme from the stringent requirements of the Board Examination. Addressing the different pace of learning. Giving a point of entry to the mainstream from an alternative paradigm. In Pedagogy of Hope, Freire writes, I do not understand human existence, and the struggle needed to improve it, apart from hope and dream'(Freire 1996). Keeping the hope alive is not easy. To even identify and explore existing alternatives-however they may be possibility of being imperfect and incomplete but still it is an exercise in hope. So today it is very necessary need to reach and stay close to mainsprings of alternative educational thinking-which nestles within the visions of wider transformative socio-political changes. These alternatives will continue to develop, expand and widen. We are required to shed the notion that There is No Alternative and instead, work toward bringing and actively increasingly cohesive, meaningful alternatives to the society. Why such Education is needed? According to Martha C. Nussbaum, she explains in one of her article that Public education is crucial ingredients for the health of democracy. Recently there are many initiatives has been taken around the world in the field of education, however they are mainly narrow down their focus on science and technology, neglecting the important subject such as arts and humanities. They also focus on the internalization of information, rather than on the formation of the students critical and imaginative capacities. The author demonstrated the live example which she has experienced in Bihar with the one of the Patna centred Non government organisation named Adithi. When they reached a place near to Nepalese border, they found very meagre facilities. Teaching is done mostly outside the classroom on the ground, or under the shade of barn. Students were suffering from basic facilities such as paper and only few slates were available that has to be passed hand to hand. However it was creative educa tion. Next she visited the girl literacy program, house in a shed next door. The daily schedule of girls were little busy as in the morning they went for herding of the goat, So there classes began around 4p.m. about 15 girls in total comes to this single classrooms age 6-15 years for three hours of after work learning. There are no desks, no chairs, no blackboard are available, and there is only few slates and bit of chalks but these problem does not stop girls from coming to the class and the passion of the teacher is also one of the major factor of this binding. The teacher is themselves among the poor rural women assisted by the Adithi program. . Proudly the girls brought in the goats that they had been able to buy from the savings account they have jointly established in their group. Mathematics is taught in part by focusing on such practical issues. Author thinks that there are many things to learn from given examples but few of them can be: first, the close linkage between education and critical thinking about ones social environment; second, the emphasis on the arts as central aspects of the educational experience; third, the intense passion and investment of the teachers, their delight in the progress and also the individuality of their students. Now the author elaborates model of education for democratic citizenship. According to her there are three types of capacities are essential to the cultivation of democratic citizenship in the todays world (Nussbaum, 1997). The First is a Capacity stressed by both Tagore and Jawaharlal Nehru. They emphasise on the capacity for critical examination of oneself and ones traditions, for living what we may follow Socrates; we may call the examined life. This capacity can only be obtain if we train one self, Training this capacity requires developing the capacity to reason logically, to test what one what he or she reads or says for consistency of reasoning, correctness of fact, and accuracy of judgment. Testing of this sort frequently creates new challenges to tradition, as Socrates knew well when he defended himself against the charge of corrupting the young But he defended his activity on the grounds that democracy needs citizens. Critical thinking is particularly crucial for good citize nship in a society that needs and required to come to grips with the presence of people who differ by ethnicity, caste, and religion. Then after she describes the second part of the her proposal Citizens who cultivate their capacity for effective democratic citizenship need, further, an ability to see themselves as not simply citizens of some local region or group, but also, and above all, as human beings bound to all other human beings by ties of recognition and concern. It is very essential that they have to understand both the differences that make understanding difficult between groups and nations and the shared human needs and interests that make understanding essential, if common problems are to be solved. This means learning quite a lot both about nations other than ones own and about the different groups that are part of ones own nation.This task includes showing students how and why different groups interpret evidence differently and construct different narratives. Even the best textbook will not succeed at this complex task unless it is presented together with a pedagogy that fosters critical thinking, the critical scrutiny of conflicting source materials, and active learning (learning by doing) about the difficulties of constructing a historical narrative. This brings me to the third part of my proposal. As the story of the dowry play in Bihar indicates, citizens cannot think well on the basis of factual knowledge alone. The third ability of the citizen, closely related to the first two, can be called the narrative imagination. This means the ability to think what it might be like to be in the shoes of a person different from oneself, to be an intelligent reader of that persons story, and to understand the emotions and wishes and desires that someone so placed might have. As Tagore wrote, we may become powerful by knowledge, but we attain fullness by sympathy à ¢Ã¢â€š ¬Ã‚ ¦ But we find that this education of sympathy is not only systematically igno red in schools, but it is severely repressed (Tagore, 1961, p. 219). Finally, the arts are great sources of joy and this joy carries over into the rest of a childs education. Amita Sens book about Tagore as choreographer, aptly entitled Joy in All Work, shows how all the regular education in Santiniketan, which enabled these students to perform very well in standard examinations, was infused with delight because of the way in which it was combined with dance and song. Children do not like to sit still all day; but they also do not know automatically how to express emotion with their bodies in dance. Tagores expressive, but also disciplined, dance regime was an essential source of creativity, thought, and freedom for all pupils, but particularly for women, whose bodies had been taught to be shame-ridden and inexpressive (Amita Sen, 1999). Story of a Bird A very beautiful story has been demonstrated by the author about the education that if there is no proper guidance is given to teacher towards the children, then it led to the severe damage to childs mind. According to her there is no more wonderful depiction of what is wrong with an education based on mere technical mastery and rote learning than Tagores sad story The Parrots Training. A certain Raja had a bird that he loved. He wanted to educate it, because he thought ignorance was a bad thing. His pundits convinced him that the bird must go to school. The first thing that had to be done was to give the bird a suitable edifice for his schooling: so they build a magnificent golden cage. The next thing was to get good textbooks. The pundits said, Textbooks can never be too many for our purpose. Scribes worked day and night to produce the requisite manuscripts. Then, teachers were employed. Somehow or other they got quite a lot of money for themselves and built themselves good houses. When the Raja visited the school, the teachers showed him the methods used to instruct the parrot. The method was so stupendous that the bird looked ridiculously unimportant in comparison. The Raja was satisfied that there was no flaw in the arrangements. As for any complaint from the bird itself, that simply could not be expected. Its throat was so completely choked with the leaves fro m the books that it could neither whistle nor whisper. The lessons continued. One day, the bird died. Nobody had the least idea how long ago this had happened. The Rajas nephews, who had been in charge of the education ministry, reported to the Raja: Sire, the birds education has been completed. Does it hop? he Raja enquired. Never! said the nephews. Does it fly? No. Bring me the bird, said the Raja. The bird was brought to him, guarded by the kotwal and the sepoys and the sowars. The Raja poked its body with his finger. Only its inner stuffing of book-leaves rustled. Outside the window, the murmur of the spring breeze amongst the newly budded Asoka leaves made the April morning wistful. (Tagore, 1994) This wonderful story hardly needs commentary. Its crucial point is that educationists tend to enjoy talking about themselves and their own activity, and to focus too little on the small tender children whose eagerness and curiosity should be the core of the educational endeavour. Tago re thought that children were usually more alive than adults, because they were less weighted down by habit. The task of education was to avoid killing off that curiosity, and then to build outward from it, in a spirit of respect for the childs freedom and individuality rather than one of hierarchical imposition of information. I do not agree with absolutely everything in Tagores educational ideal. For example, I am less anti-memorization than Tagore was. Memorization of fact can play a valuable and even a necessary role in giving pupils command over their own relationship to history and political argument. That is one reason why good textbooks are important, something that Tagore would have disputed. But about the large point I am utterly in agreement: education must begin with the mind of the child, and it must have the goal of increasing that minds freedom in its social environment, rather than killing it off.

Aztecs 5 :: essays research papers

Analysis of an Aztec Encounter   Ã‚  Ã‚  Ã‚  Ã‚  The Spaniard and Aztec civilizations were two completely different worlds whose fated encounter caused some surprising reactions from both parties. Neither of these nations knew exactly what to expect or how to react to each other’s behaviors. Differences in religion, customs and weaponry became the deciding factors of who would be the dominant aggressor in these encounters. Even though both parties were unsure of what to expect, the Spaniards had already set a goal for themselves before they set foot in Mexico. They wanted to conquer the other nation and exploit them for anything of value.   Ã‚  Ã‚  Ã‚  Ã‚  The climax of the Aztec Empire and the conquistadors occurred when Motecuhzoma and Cortes met face to face for the first time. The Spaniards as well as the Aztecs had no clue what to expect. Motecuhzoma told Cortes, “Our lord, you are weary. The journey has tired you, but now you have arrived on earth… to sit on your throne, under its canopy.'; This was due to the fact that the Aztec religion told of a god, Quetzalcoatl, who would come from the heavens and take his place as ruler of the Aztec Empire. Thus Motecuhzoma showered the Spaniards with many fine gifts. Unlike the Spaniards believed, these fine gifts were not really a sign of Aztec submission but rather as a sign of wealth and power. In order to give proper respect to their so-called god, the Aztecs had to show that they were a worthy and powerful nation. The Spaniards took this as a weakness. They thought the Aztecs feared them, which boosted up their confidence level even though they were gre atly outnumbered.   Ã‚  Ã‚  Ã‚  Ã‚  The Spaniards had to communicate with the Aztecs by using La Malinche as an interpreter. She basically made the Aztecs believe that Cortes was a good man and would be cause them no harm. They also had other indigenous people who were allied with the Spanish. The Aztecs must have viewed this as a sign that these strangers would be peaceful since they had others of their kind on the Spaniard’s side. La Malinche translated all that Motecuhzoma had said to Cortes. On page sixty-four of The Broken Spears it says, “Cortes replied in his strange and savage tongue…'; In other passages in the book it depicts the Spaniards as wild and uncivilized. This brings up another point that just as the Spaniards thought of the Aztecs as being barbaric, some Aztecs felt the same way about the Spaniards.

Economics and Boeing Essay

The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual sales Dreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual sales Dreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual sales Dreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which  means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual salesDreamliner 787 case study Tara Lentini Week 3 Case Assignment Boeing: Dreamliner 787 Discuss the nature of the market structure and demand for the Dreamliner. What are the implications for Boeing and its customers? The market structure for the Dreamliner is that of an oligopolistic nature which means there are few air Premium1632 Words7 Pages Boeing Summary Buying an airplane is huge purchase, each costing over $ 100 million. There are many factors that have to be considered by the customers. These are customers Boeing deals with every day. For such purchases, Boeing knows that it take more than fast talk and a firm handshake. Individual sales

Unequal and Unethical Treatment of Women in the Middle East

History shows many instances of discrimination and unequal rights for women. Women have been looked down upon and been abused by men in many different countries and cultures. There is a history for inequity of women, especially domestic violence and abuse. These dilemmas have been going on for the many years in the past, and are still going on today, especially in Middle Eastern countries. One major aspect of the situation of abuse towards women is involved with marriage. In many Middle Eastern countries, it is common for parents to arrange or even force a marriage, and for the children to have no say in it (Child Brides). I believe that this is a large part of the cause for aggression and abuse against the women. In an article from Gaza City called Abuse of Women Still Rife in Palestinian Life, Says Study ¬, a girl named Saana described how she had to endure beating from her father and then her husband as well. Saana’s father arranged a marriage for her, and in the second week of marriage her husband started beating her. He had no apparent reason for beating her. Also, after marrying this man, Saana found out that he had been conducting another relationship with a 15-year-old girl. Her husband eventually dumped her back at her parents’ house. In this culture, divorced women have very bad reputations, no matter what the situation is. Because of this, Saana returned home from her physically abusive husband to verbal abuse from her father. Studies in Gaza show that â€Å"†¦more than one in five women say they suffer physical domestic violence but there is not a single women's shelter. † (Abuse of Women). Although many women are being abused, the government is doing very little, if anything to help them. Even law enforcement officers are very biased. There is basically nothing keeping men from abusing women. Penalties for men who kill or hurt their wives are very insignificant. Also, only male relatives are allowed to file incest charges on behalf of children. Police routinely ‘mediate’ causes of sexual and physical abuse by returning the victims to the ‘care’ of the perpetrators, which obviously doesn’t help the victim at all. Very few women have submitted complaints, though there is so much abuse going on. This may be because they are afraid of their husbands finding out that they complained, and for that reason beating them even more. An article written in 2006 mentioned that of 85 cases of rape in 2003, only in one single case resulted in conviction. (Abuse of Women). According to other online articles, some families arrange marriages for their daughters as young as 7 years old (Child Brides). For example, there was one court case in Saudi Arabia in which a father wanted to allow his 8-year-old daughter to get married to a 47-year-old man. The mother of the daughter was divorced from the father. A relative stated that the mother was determined on getting the marriage overturned. (Eight-year-old girl’s Marriage) There are also some miscellaneous issues about to rights of women, unrelated to marriage. One such example is that women in Saudi Arabia are not allowed to drive cars. A well-known Islamic Scholar named Sheikh Ayed Al-Qarni stated that this rule is based on religious reasons. Al-Qarni set out four clarifying statements: â€Å"One: I do not see women driving cars in our country because of the consequences that would spring from it such as the spread of corruption, women uncovering their hair and faces, mingling between the sexes, men being alone with women and the destruction of the family and society in whole. Two: Sadd Al-Dharaie principle (the closing of doors which could lead to corruption or sinful actions) is one of the values in our religion. Women driving cars is a sinful thing. It is used by those who want to wage a war against purity and hijab. Three: One of the principles of our religion is protecting honor and moral values. Women driving cars would threaten these principl es because of the dire consequences resulting from it. Four: Such public issues must be brought up with the certified religious institution who have the say in such matters as I have said many times before. (Women Driving Cars Is a Sinful Thing: Al-Qarni). Though it may be that a religion includes a rule disallowing women to drive, the women should have a right to choose whether to follow this religious rule or not, and not have to endure any legal punishment if they choose not to. Though it seems that the idea of equal rights for women in the Middle East is an impossible notion, there are actually people who care and are working to solve this issue. In Gaza, there have been non-governmental organizations that have been dedicating effort to reduce domestic violence n the area. One such organization featured on BBC News concluded that a major role in domestic violence is the frustration in men after the stress of political and social issues in Gaza. Abu Fahdi, a former abuser, said, â€Å"For us, the war really begins after the military war is over. Here in Gaza men are supposed to be providers. The siege, the strikes, in one way or another they affect all households in Gaza – poverty, hunger, homelessness. Men are really frustrated. They sometimes take it out on their wives. In Gaza, however, there are few places for a woman to run. â€Å"There are no shelters here. Just clinics where women can get comfort, advice or anti-depressants – more often than not, without their husbands knowing. † (Gazan Women). Psychiatrist Suha Mousa works with women that have faced abusive husbands. She says it’s difficult to work with these women because it can get complicated to intervene in their family lives. She explains that if a husband divorces his wife or if she leaves him and returns home to her father's house, she could lose all access to her children. It is thought by many that the Islam religion includes unequal rights for women. This is because the Islam religion requires women to be ‘modest’ and wear headscarves to hide their hair and skin. These restrictions make people believe that women are lower than men. Female member of parliament Jamila al-Shanti disagrees greatly with this idea. She believes that a reason for domestic violence is less-than-adequate amount of respect for women. â€Å"From the moment of birth, a baby boy is celebrated. A baby girl is accepted,† she says. Jamila al-Shanti believes that when people say that â€Å"Islam dictates that women should be at the bottom of the pile,† it is not Islam; it is bad traditions and habits that cause this harsh judgment of women. It is the opinion of human rights groups that laws in Gaza deal with cases of violence much too leniently. They usually consider issues like domestic violence or even cases of husbands murdering their wives family affairs. (Gazan Women) These issues in Gaza, Saudi Arabia, and other Middle Eastern countries cause pain and suffering to be part of every-day life for women. As time passes, people work hard to stop such problems that degrade women. They may never be completely wiped out, but they can be greatly reduced if enough people dedicate themselves towards helping this cause. Women deserve equal rights as much as men do, and this is expressed in the Declaration of Human Rights. Works Cited â€Å"8-year-old Girl's Marriage Ruled Legal – UPI. com. † Latest News, Latest News Headlines, News Articles, News Video, News Photos – UPI. com. Web. 12 Feb. 2011. . Adler, Katya. â€Å"BBC NEWS | Middle East | Gazan Women Face Rise in Abuse. BBC News – Home. Web. 12 Feb. 2011. . Macintyre, Donald. â€Å"Abuse of Women Still Rife in Palestinian Life, Says Study – Middle East, World – The Independent. † The Independent | News | UK and Worldwide News | Newspaper. Web. 12 Feb. 2011. . Qusti, Raid. â€Å"Women Driving Cars Is a Sinful Thing: Al-Qarni. † Arab News Newspaper. Web. 12 Feb. 2011. . Stritof, Sheri , and Bob Stritof. â€Å"Child Brides — Forced Marriage of Children — The Problem of Early Marriages. † Marriage — THE Starting Place for Exploring Marriage and Marriage Issues. Web. 12 Feb. 2011. .

ELLIS Surname Meaning and Family History

ELLIS Surname Meaning and Family History One of several popular names in medieval England derived from the Hebrew personal name Elijah, or the Greek Elias (Hebrew Eliyyahu),  meaning my God is Yahweh. In Old English the name was often spelled Elis or Elys. In Wales the Ellis surname derived from the Welsh personal name Elisedd, a derivative of elus, meaning kindly, benevolent. Surname Origin:  English, Welsh Alternate Surname Spellings: ELIS, ELYS, ELIES,  ELLISS, ELIX, ELICE, ELLICE, ELIAS, ELS, ELES, ALCE, ALES, ALIS, ALLACE, ALLES, ALLESS, ALLIS, ALLISS Famous People With the ELLIS Surname Albert Ellis - American psychologistAlton Ellis - Jamaican singer-songwriterNelsan Ellis - American theater and television actorPerry Ellis - American fashion designerC. P. (Claiborne Paul) Ellis -  American Ku Klux Klan leader turned civil rights activistDonald Johnson Don Ellis -  American jazz trumpeter, drummer, composer and bandleaderGeorge James Welbore Agar-Ellis - 1st Baron Dover; British politicianWilliam Ellis -  English  missionary and author Where Is the ELLIS  Last Name Most Common? Ellis, according to surname data from Forebears, is the 1,446th  most common surname in the world. It is most prevalent in the United States, where it ranks 113th, but it is used by a greater percentage of the population in Wales (45th), England (75th), and Jamaica (66th). Within Wales, the Ellis surname is found most frequently in the North, especially Flintshire (where it ranks 12th), Denbigshire (14th) and Caernarfonshire (16th). In England, it is most common in Devon (17th). WorldNames PublicProfiler has the Ellis surname as most commonly found in the United Kingdom, with the greatest numbers of individuals clustered in northern Wales and Yorkshire and Humberside, England. Genealogy Resources for the Surname ELLIS English Surname Meanings and OriginsUncover the meaning of your English last name with this guide to English surname meanings and origins. How to Research English  AncestryLearn how to research your English family tree with this guide to genealogical records in England and Wales, including birth, marriage, death, census, military and church records. Ellis Surname DNA ProjectA central site for individuals with the Ellis or variant surname  who want to participate in Family Tree DNA testing to learn about their Ellis ancestors and where and who they came from. Ellis  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as an Ellis  family crest or coat of arms for the Ellis surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. ELLIS Family Genealogy ForumFree message board is focused on descendants of Ellis ancestors around the world. FamilySearch - ELLIS  GenealogyExplore over 4.5  million  historical records which mention individuals with the Ellis surname, as well as online Ellis family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints. ELLIS Surname Mailing ListFree mailing list for researchers of the Ellis surname and its variations includes subscription details and a searchable archives of past messages. GeneaNet - Ellis  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Ellis  surname, with a concentration on records and families from France and other European countries. The Ellis  Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Ellis  from the website of Genealogy Today. References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. https://www.thoughtco.com/surname-meanings-and-origins-s2-1422408

Mandarin Chinese Dialogue for Beginners

Mandarin Chinese Dialogue for Beginners This lesson will introduce often used Mandarin Chinese vocabulary and show how it can be used in simple conversation. New vocabulary words include teacher, busy, very, also, and more. These terms can come in handy in school, whether you are addressing a teacher or telling your classmates your busy with homework. How? You will be able to read and hear example dialogue at the end of the lesson. Audio links are marked with ââ€" º to help with pronunciation and listening comprehension. Listen without reading the characters first to see if you can understand what is being said. Or, repeat after the audio link to see if your tones are correct. As a general note for beginners, it is important to make a habit of always using the proper tone when first learning Mandarin Chinese. The meaning of your words can change if you use the wrong tone. You have not learned a new word until you can pronounce it with its proper tone. New Vocabulary è€ Ã¥ ¸ « (traditional form)è€ Ã¥ ¸Ë† (simplified form)ââ€" ºlÇŽo shÄ «Teacher Ã¥ ¿â„¢ ââ€" ºmngbusy Ã¥ ¾Ë† ââ€" ºhÄ›nvery å‘ ¢ ââ€" ºne​question particle ä ¹Å¸ ââ€" ºyě​also é‚ £ ââ€" ºnso; in that case Dialogue 1: Pinyin A: ââ€" ºLaoshi hÇŽo. Nà ­n mng bà ¹ mng?B: ââ€" ºHÄ›n mng. NÇ  ne?A: ââ€" ºWÇ’ yÄ› hÄ›n mng.B: ââ€" ºNa, yÄ « huÄ ­r jin le.A: ââ€" ºHuà ­ tà ³u jin. Dialogue 1: Traditional Form A: è€ Ã¥ ¸ «Ã¥ ¥ ½, æ‚ ¨Ã¥ ¿â„¢Ã¤ ¸ Ã¥ ¿â„¢?B: Ã¥ ¾Ë†Ã¥ ¿â„¢. ä ½  Ã¥â€˜ ¢?A: 我ä ¹Å¸Ã¥ ¾Ë†Ã¥ ¿â„¢B: é‚ £,ä ¸â‚¬Ã¦Å"Æ'å…’è ¦â€¹Ã¤ ºâ€ A: 回é   ­Ã¨ ¦â€¹ Dialogue 1: Simplified Form A: è€ Ã¥ ¸Ë†Ã¥ ¥ ½, æ‚ ¨Ã¥ ¿â„¢Ã¤ ¸ Ã¥ ¿â„¢?B: Ã¥ ¾Ë†Ã¥ ¿â„¢. ä ½  Ã¥â€˜ ¢?A: 我ä ¹Å¸Ã¥ ¾Ë†Ã¥ ¿â„¢B: é‚ £,ä ¸â‚¬Ã¤ ¼Å¡Ã¥â€ž ¿Ã¨ § Ã¤ ºâ€ A: 回å ¤ ´Ã¨ §  Dialogue 1: English A: Hello teacher, are you busy?B: Very busy, and you?A: I am also very busy.B: In that case, I’ll see you later.A: See you later. Dialogue 2: Pinyin A: JÄ «ntiÄ n nÇ  yo zuà ² shà ©nme?B: LÇŽoshÄ « gÄ›i wÇ’ ti duÃ…  zuà ²yà ¨! WÇ’ jÄ «ntiÄ n hÄ›n mng. NÇ  ne?A: WÇ’ yÄ›yÇ’u hÄ›nduÃ…  zuà ²yà ¨. N wÇ’men yÄ «qÇ  zuà ² zuo yà ¨ ba. Dialogue 2: Traditional Form A: ä »Å Ã¥ ¤ ©Ã¤ ½  Ã¨ ¦ Ã¥ Å¡Ã¤ »â‚¬Ã© º ¼B: è€ Ã¥ ¸ «Ã§ µ ¦Ã¦Ë†â€˜Ã¥ ¤ ªÃ¥ ¤Å¡Ã¤ ½Å"æ ¥ ­Ã¦Ë†â€˜Ã¤ »Å Ã¥ ¤ ©Ã¥ ¾Ë†Ã¥ ¿â„¢Ã£â‚¬â€šÃ¤ ½  Ã¥â€˜ ¢A: 我ä ¹Å¸Ã¦Å"‰å ¾Ë†Ã¥ ¤Å¡Ã¤ ½Å"æ ¥ ­Ã£â‚¬â€šÃ©â€š £Ã¦Ë†â€˜Ã¥â‚¬â€˜Ã¤ ¸â‚¬Ã¨ µ ·Ã¥ Å¡Ã¤ ½Å"æ ¥ ­Ã¥  §Ã£â‚¬â€š Dialogue 2: Simplified Form A: ä »Å Ã¥ ¤ ©Ã¤ ½  Ã¨ ¦ Ã¥ Å¡Ã¤ »â‚¬Ã¤ ¹Ë†B: è€ Ã¥ ¸Ë†Ã§ »â„¢Ã¦Ë†â€˜Ã¥ ¤ ªÃ¥ ¤Å¡Ã¤ ½Å"ä ¸Å¡Ã¦Ë†â€˜Ã¤ »Å Ã¥ ¤ ©Ã¥ ¾Ë†Ã¥ ¿â„¢Ã£â‚¬â€šÃ¤ ½  Ã¥â€˜ ¢A: 我ä ¹Å¸Ã¦Å"‰å ¾Ë†Ã¥ ¤Å¡Ã¤ ½Å"ä ¸Å¡Ã£â‚¬â€šÃ©â€š £Ã¦Ë†â€˜Ã¤ » ¬Ã¤ ¸â‚¬Ã¨ µ ·Ã¥ Å¡Ã¤ ½Å"ä ¸Å¡Ã¥  §Ã£â‚¬â€š Dialogue 2: English A: What do you want to do today?B: The teacher gave me too much homework! I will be busy today. What about you?A: I also have a lot of homework. In that case, lets do homework together then.

Outlining for Writers Who Hate to Outline - Freewrite Store

Outlining for Writers Who Hate to Outline - Freewrite Store Cate Dean has been writing for far longer than she cares to admit. She has published over 40 books and novellas, and is best known for her paranormal series, The Claire Wiche Chronicles, as well as her cozy mystery series, The Maggie Mulgrew Mysteries. Outlining. It’s just a word – but, oh, can it leave you shaking in your chair, staring at a blank screen, sweat trickling down your back. I’ve been where you are – multiple times. Every time I read an article about outlining, I squelched the desperate cries of my pantser, and tried the latest technique. The result was always the same: wasted hours, and miserable failure. That failure would send me straight back to my pantsing ways, and my long, messy drafts. It was more work, but I was so much happier without the ball and chain of an outline. If you’ve spent any time on writer’s forums, or in any writing group, you know that the pantser vs. outliner battle has been long and fierce. Each side claims that their way is the best way, the only way. But – what if there was a third option? A way to outline that didn’t kill your creative spark, and actually improved your word count? Ah ha! Now I’ve got your attention. But I’m a Pantser! Outlining will ruin my creative process! I hear you. I had the same rally cry, the same reaction every time another â€Å"perfect† outline process was making the rounds. I was a pantser, for years. Like I said above, outlining never worked for me. After taking all that time, and writing out every detail of my world, my plot, and my characters, I was so sick of the story that I no longer wanted to write it. Sound familiar? If every attempt you’ve made to outline has been a time-sucking, creativity-sucking disaster, you’re nodding your head right now. You’re probably also ready to click to the next post, before I mention that evil word again. Give me another minute, before you run away. I’m here to tell you, as a former pantser, that there is a way to outline that won’t ruin your creative process. Quite the opposite, in fact. Let me tell you how I became an outline convert – for good. Why I started outlining - and why you should as well It was 2012, and I’d just self-published my first novella. I was nervous, excited, and ready to take the next step – writing the first book of a potential series. My biggest obstacle was working a 12-hour day, with only weekends and holidays to do any serious writing. As a pantser, I knew it would take me forever to get the first draft written, and even longer to clean it up enough to send to an editor. To add even more pressure, I gave an actual deadline to my new author friend, and now I had to meet that deadline. I had been reading about story structure, and discovered that even though I made stories up as I went along, I instinctively understood the flow of a story, and what needed to go where. I’ve been writing for a long time (since I was seven), and making up full-blown, multi-plot stories in my head for almost as long. I’ve literally had years of practice creating stories. So, I took that knowledge, and story structure, and started writing stuff down. My first effort was a long process. It included index cards, loads of notes, and a template that took days to fill out. The result was an outline that let me write my first book in three weeks. Yes, you read that right. It may have taken longer than I wanted to work out the logistics of the outline, but having all the pieces in place let me fly through the story. It was the first book of what is still my bestselling series, The Claire Wiche Chronicles. To say I was excited would be an understatement. I was flying – and I had a few people read that book, just to make sure I wasn’t imagining that I actually had a good story. As a side note, they were all reading a first draft. I literally typed the last paragraphs and sent it off, more scared than I’ve ever been in my life. If it had been a pre-outline first draft, I never would have let anyone see it – not until it had been through multiple editing passes. An outline from a former pantser Since that first experience, I’ve been honing and refining my outline, to make it fast, easy, and a pleasure to do. Never thought you’d see outline and pleasure in the same sentence, did you? What I use now is a quick, one page, bullet point outline, based on story structure. It takes me a couple of hours to fill out. Ready to give it a try? I call it my outline for outline-phobes – like me. This is what it looks like: inciting incident – (this is when something changes, aka when the story really starts) plot point 1 – (this is where you establish the story question – where the MC’s life changes forever) pinch point 1 – (the opposition pokes back) plot point 2 – (new information allows the MC to start acting instead of reacting – i.e. running around like a wild chicken) pinch point 2 – (the opposition strikes back – hard and ugly) plot point 3 – (this is the big push for the third act – normally, there’s no new info after this point, but this isn’t set in stone) black moment– (worst thing ever – stick your character in a tree, then light it on fire) resolution – (get them out of the tree – without a deus ex machina move) Not so scary, is it? To make the process even easier, create a template that you can use over and over. Then you just copy/paste it to the top of your document, every time you start a new story or book. Easy to reference, and you can delete or cross out a scene once you finish it. An extra tip: use each bullet point to create a chapter. I’ve been doing this with my last few books, and it really helps with both flow and not writing deadly long chapters. Don’t be hard on yourself when you first tackle this outline. Remember, I’ve been writing for years, and I usually have the whole story already in my head by the time I get to the actual outline. Take as long as you need, and understand that this will be a fluid document. You will be adding, changing, or moving things around as you get into the actual writing. That’s where the real fun begins. Watching your story come to life, discovering fun surprises along the way, and having a tight, exciting story will hook you. Before you know it, you won’t start a new story – you’ll start the outline for a new story. And there you have it – an outline that can actually be enjoyable. The power of this outline is that it leaves you plenty of room for creativity, maybe step off the story path. You’ll always have a map to find your way back. It will also streamline your writing, and as a bonus, it will probably add to your daily word count. Knowing where you’re headed in a story makes your imagination fly. Your fingers might just have a hard time keeping up. Outlining can be so overwhelming, especially for those of you who shudder at the memory of the convoluted, multi-level outlines you were forced to create in high school. My simple outline takes away all the fear, and puts back in all the fun. Do you have your own method of outlining that works for you? I’d love to hear about it! Please share with us in the comments. Now, go forth and outline your next opus with confidence. cheers, ~Cate       Cate Dean an author, a travel addict, and a rabid Anglophile.  She grew up losing herself in the wilds of fantasy worlds, and has had some of her own adventures while tromping through the UK, and a few other parts of the world.  A lover of all things supernatural, she infuses that love into her stories, giving them a unique edge.  When she's not writing, she loves cooking, scaring herself silly in the local cemeteries, and reading pretty much anything she can get her hands on.

Law of Numbers Essay Example | Topics and Well Written Essays - 500 words

Law of Numbers - Essay Example [2] If a coin is tossed many times, the more times it is tossed, the likelihood of the number of "heads" in the total population will be close to 1/2. This Law of Large Numbers can be further explained with the help of a Randomly Generated Coin Toss online applet (available from http://hspm.sph.sc.edu/COURSES/J716/a01/stat.html). The coin is unbiased and it has two sides that are equally likely to come up. When the random generator is run, the applet shows the proportion of heads in the total population. In the first 10 tosses the proportion of heads is 0.272 (3 heads and 7 tails). When it is run for a longer time up to 100 tosses the proportion of heads approaches one-half and becomes 0.48 (43 heads and 47 tails). For a 1000 tosses the proportion of heads become 0.499 (502 heads and 498 tails). This figure will fluctuate around 0.5, with the fluctuations slowly getting smaller and almost reaching 0.5. [1] 1) Let's say you flipped the coin once and it landed on heads. You will expect that on alternative tosses you will get a head. In 10 coins are tossed you expect 5 to be heads since the expected percentage of successes is 50%. But in reality only three are heads. The difference between the actual and expected number of successes is 2. The actual percentage of number of heads is 20% meaning a difference between actual and expected percentage of 30%.

Medicare and Medicaid Module 4 (SLP) Essay Example | Topics and Well Written Essays - 500 words

Medicare and Medicaid Module 4 (SLP) - Essay Example The program has been designed to provide affordable medical support and its clients benefit from a range of products, including regional care teams, social workers, registered nurses and the behavioral health specialists. Medical services in Texas are offered depending on the laid down policies. The Medicare system is ideally relevant and it involves a number of radical considerations. The Medicare supplement involves paying your taxes through 65 years and from here you can be able to get your payback. To qualify for Texas Medicare, the state offers enrolment requirements for the couples. For example in Texas, the core consideration for people planning to acquire the health plan would involve ideally ensuring that qualification for Part A hospital insurance scheme is achieved. This implies that must work for 10 years in order to qualify for the free cover. Other people would opt to buy the program. The rates vary considerably from about $32-$100 depending on the program. To enroll hence for Part B program or otherwise known as medical insurance, you will be required to pay $99.90 every month. Once enrolled, your details would be reflected in the Medicare systems database once you reach 65 years. The services take effect as soon as your information has been crosschecked for authenticity. Further, the medicare scheme could be automatically loaded depending on specific pay details. The next step is to classify your outpatient insurance program to be able to attain the relevant benefits. Part B insurance is critical and it is fundamental for people looking for treatments outside the hospital. If you have been successful in meeting relevant requirements, then it would be ideal to ensure that you proceed to create specific milestone for your spouse and your family. The monthly fee for Part B is $99.9 per month but this could be much less and this is classified basing your existing membership scheme or even when your premium has

IKEA's global sourcing challenge Essay Example | Topics and Well Written Essays - 750 words

IKEA's global sourcing challenge - Essay Example During the video program the company representative will come prepare with information about the good deeds of the company to demonstrate the high level of corporate socially responsibility the company applies. Social corporate responsibility can be defined as the economic, legal, ethical, and discretionary expectations that society has of organizations and its members (Referenceforbusiness). b. What actions should she take regarding the IKEA supply contract with Rangan Exports? IKEA has to take a strong stance against Rangan Exports. A simple yet effective solution is to cancel the contract of the supplier. This decision would push away the critics that claim that IKEA supported suppliers that used child labor. The strategy behind such a move is to deny knowledge of the existence and child labor. The business move is a reactive strategy. One of the cons with this alternative solution is that the exploited children are not benefiting from the move. A second alternative for IKEA is to fine Rangan exports and to implement a process improvement plan to eliminate child labor and to find other ways to reduce costs. Rangan Exports would agree to immediately eliminate all child laborers and would accept termination of contract if a future violation occurs. IKEA would negotiate a deal in which Rangan Exports would publicly apologize for their actions and they would certify that IKEA had no knowledge of their actions. To compensate the exploited children IKEA will pay a full scholarship to the children to be effective from the grade the student is enrolled until college graduation. The scholarship will pay the child $300 a month, books, educational materials, and tuition to private school. The company should also invest money in hiring a law firm to consult on the possible collateral damage associated with continuing the relations with Rangan Exports. IKEA should also implement an audit system that would mandate four yearly visits to the facilities of Rangan Exports. c. What long-term strategy would you suggest she take regarding IKEA’s continued operation in India? Should the company stay or should it exit? (Be prepared to describe the impact of such a decision and how you would manage it) Leaving India would be a simply way to push away a problematic region and minimize the risk to the reputation of the company of doing business with contractors that rely on child labor. IKEA should attack the problem head on and leaving India is the coward’s way out. IKEA should stay in India to take advantage of the low labor costs available in the Indian marketplace. By staying the company can continue to offer low cost items particularly rugs imported from India. The company must hire an Indian accounting consulting firm. This firm will be responsible of performing audits in all IKEA Indian suppliers. The company must perform at least two audits per supplier yearly. Staying in India will help IKEA keep its cost structure low which can help the company pass off the savings to its customers to continue to offer very low prices. IKEA would decrease its sales in the rugs marketplace in the short term if it exited the Indian marketplace. The labor cost advantage in India should be further exploited by IKEA by expanding its supply chain operations in India. IKEA also has to improve its relations with the governmental agencies and non-profit organizations in

Intermediate Macroeconomics Essay Example | Topics and Well Written Essays - 1000 words

Intermediate Macroeconomics - Essay Example Finally the interest rates are increased by the central bank in a manner to curd the increased investment rate. The IS curves shifts up (Farrokh, 2009, 133). Overall, this move by the central bank reduces the investment and controls the spending. There is no crowding out of investments because the increase in interest rate discourages borrowings and reduces lending by the banks hence limits the investments made by individuals and private investors. There are only few people left in the trade market hence the LM curve shifts downward. However, some economists like Paul Krugman argue that spending by the government causes crowding in instead i.e. investments increases from private sectors but this has not been measured or quantified (Michel and Kevin, 2008, 107) Question 2 The Uncovered Interest Parity (UIP) condition is the condition where the difference in the interest rates of two countries equates to the resulting change in exchange rates of the two countries. The exchange rates ar e expressed as a comparison of currency in two different countries. High interest rates in a country correlate with high exchanges. This is examined towards a situation where an increase in interest rates attracts more foreign investments hence causing a rise in exchange rates. This condition is given by the formula (I1-12) =Ee (Hendrik, 2010, 155). Taking an example where UIP exists, assume USA has an interest of 12% and that of Britain is 7%, then the America dollar is expected to depreciate at 5% against the British sterling pound (Maurice, 2009, 169;Michel and Kevin, 2008, 231). Taking an example where UIP does not exist i.e. a profit is actually realized - exchange rate between the Japanese yen and the U.S. dollar is usually stated in yen per dollar (?/$); assuming that exchange rate increases from , say, ?102 to ?109 is an appreciation of the dollar. The UIP is covered against the risk of falling through hedging (Jeff, 2009, 243). Question 3 The LM curve depicts output and the IS curve depicts exchange rate when nominal rate is flexible. This is because a flexible rate leads to balance of buying and selling of bonds and maintains cash at lower levels than other assets. The lower interest rates lead to more investment and vice versa. The essence is that people regulate the markets through spending. The goods market IS, depict exchange rate since if the rate is higher of importing products, consumers use local products more and vice versa. This gives a balance or equilibrium. On the other hand if the exchange rate is fixed, the goods market i.e. IS curve depicts output because the central bank is at the control of funds creating reserves to absorb float rates. Therefore investors’ behavior is directly regulated by the central bank’s decisions (David, 2005, 28). Question 4 For a profit maximizing organization, it is important to hire real labour up to the point where it equals to marginal product labour. Labour is one of the factors of product ion that is demand driven. If an organization intends to increase its output that relies on workers then they have to hire more labourers and vice versa. The output from any one labourer has its limits i.e. the margin (Francois & Radu, 2006, 44). When wages are increased, workers tend to substitute work with leisure hence maintaining the normal production output. They further reach a point where the amount of money they earn doesn’t affect the production (Karl, 2007, 260). At this point economists refer to it as marginal utility. Efficiency wages

Food science Essay Example | Topics and Well Written Essays - 3000 words

Food science - Essay Example The Health Protection Agency Centre for Infections (HPACI) reported that the highest incidence of food poisoning throughout the United Kingdom was highest back in 1997 with 105,596 cases. (Foodlink, 2008) With the help of Food Standards Agency in terms of ensuring the quality and safety of the available food products in the market (Society for General Microbiology, 2008b) combined with teaching the people with the importance of proper food management through health education, the number of individuals who has suffered from food poisoning was down to 78,734 as of 2005. (See Appendix I – Food Poisoning Statistics throughout UK on page 16) Food poisoning or foodborne illnesses are commonly caused by eating food that has been contaminated by micro-organisms like harmful bacteris such as Campylobacter, Salmonella enteritidis, Escherichia coli, Listeria monocytogenes and Clostridium botulinum; toxins; pathogens like parasites or viruses and/or fungi causing mycotoxins like aflatoxins, ochratoxins and patulin. (Society for General Microbiolgy, 2008a; Weinberg, 2008) In general, diseases that are directly related to the presence of fungus are common in plants and animals. By invading our food supply, humans can be prone to suffer from the harmful metabolites called mycotoxins – also known as â€Å"fungus poison† that are produced by fungus within a contaminated food as a strategic way of preventing other organisms from eating the food. For this study, a literature review will be conducted with regards to the impact of fungi on food poisoning will be thoroughly discussed. First, a general information with regards to the growth of fungi in foods will be generally explained. In the process of going through the discussion, the different types and sources of fungi specifically the aflatoxins, ochratoxin A, fumonisins, trichothecenes, and zearalenone

The impact of cultural diversity on employee performance of Research Proposal

The impact of cultural diversity on employee performance of transnational corporatiosn TCNs in algeria - Research Proposal Example People’s age, culture, and gender make them perceive the world in different ways. These perceptions are a key to creative thinking, which, in turn, is the key to successful performance of the organization. In real sense, diversity should not be taken to be a problem but instead it should be taken as an advantage. To excel, the organizations must comprehend and use the traditions, skills and backgrounds of a diverse staff (Mazur & Bialostocka 2010). In reality, diversity endows businesses a key benefit in the marketplace. Our wider range of standpoints offers a spectrum of talents – painstaking craftsmanship, for instance, which can enhance many aspects of processes and product research. Diversity assists when: you are doing marketing internationally; negotiating with customers from abroad; launching a drive to a new population – whether international or domestic (Cox & Blake 1991). Cultural diversity has a positive impact on the company performance in regards to revenue generation and profitability as well as non financial growth of the company (Hartenian and Gudmundson 2000) and therefore management should focus on managing diversity rather than minimizing diversity. Organization practice diversity for various reasons such as compliance with the law but a good manager should encourage diversity since it’s advantageous to the company since it pools together people with different capabilities. Diversity represent different concept to many people and therefore there is need to identify specific aspects of diversity in regard to specific organization. Once you understand cultural diversity, your company can appeal to a wider base of staff, and that in turn will enhance you staffing. As you make diversity a key part of policy and measures, it is imperative to work at all degrees and in every department (Cooley & Lewkowicz 2004). Plan strategically at top management levels to incorporate multiethnic motivating and managing; recruit distin ct leaders not just employees; train supervisors in multiethnic skills; review selection and interviewing selection procedures (Cox & Beale 1997). The principals enhancing cultural diversity include: reducing inequality, cultural diversity and encouraging participation. Valuing diversity involves fostering a community that appreciates the benefits and values of a culturally diverse and rich society (Cooley & Lewkowicz 2004). This involves in the active promotion of respect, discouraging racism, harmony and negative stereotyping. Reducing disparity entails recognizing the right of people of varying national ethnic and religious backgrounds to exercise share, and enjoy their culture. Encouraging participation involves availing opportunities for all people to fully participate in public and civil life (Tiedt & Tiedt 1995). Employee performance is influenced by many factors including the following: family; knowledge and skills; adaptability; support from superiors; health; social values ; workplace; and ethics. Most past research has focused on the influence of these factors on performance of employees in diverse organizations. However, little effort has been placed on the influence of cultural diversity on the performance of staff. In light of this, the present research seeks to fill this gap by determining the influence of cultural diversity on the performance of the employees of transnational corporations in Algeria (Ho 1996). This