Adolf Hitler Essays (1910 words) - Adolf Hitler, Fhrer, Mein Kampf

Adolf Hitler Adolf Hitler Adolf Hitler did not live a very long life, but during his time he caused such a great deal of death and destruction that his actions still have an effect on the world nearly 50 years later. People ask what could've happen to this small sickly boy during his childhood that would've led him do such horrible things? For Adolf it might have been society, rejection from his father, failure as an artist or was he born to hate? Adolf was born in Braunau, Austria in 1889. His father, Alois was a minor customs official, and his mother was a peasant girl. Adolf attended elementary school for four years and entered secondary school at the age of eleven. Adolf's dreams of becoming an artist did not match the government official job his father wanted him to have. These fights over what he wanted to be, lead Adolf to lose interest in getting good grades and dropped out at the age of sixteen. When his father died Adolf roamed the streets of Linz dreaming of his future as an artist. He attended a great deal of operas and loved the musical work by Robert Wagner. At 18, Hitler tried to enter the Academy of Fine Arts in Vienna but was rejected twice. His failure put a great deal of frustration on him. He saw himself as an artist who was rejected by "stupid" teachers. Adolf later moved to Vienna to find a way to make a living. Hitler would rather do odd jobs such as shoveling snow, or beating rugs instead of getting a regular job. Since he had no set income he was forced to move into the ghettos and became somewhat of a bum. He finally got a job painting postcards and advertisements. He had little money still, and spent most his time reading and thinking about what he read. While Hitler was in Vienna, he learned things which he later used to destroy the world. He learned that the finest thing for man to do was to conquer foreign countries, and that peace is a bad thing because it makes man weak. He was also convinced that Germans are the master race, even though he himself was Austrian. Hitler also took part in political ideas which were later used in Germany. He believed a political party must know how to use terror. He also discovered the value of appearance in politics. He thought only a man who could attract masses of people by his eloquence could succeed in politics. Hitler later became the greatest public speaker in Europe. In Vienna Hitler also learned of his hatred for Jews. "Wherever I went I began to see Jews, and the more I saw, the more sharply they became distinguished in my eyes from the rest of humanity. I grew sick to the stomach, I began to hate them. I became anti-Semitic."(1) In the spring of 1913 Hitler left for Munich, Germany at the age of 24. He left Vienna to get away from the mixture of races and to escape the military that he had to serve in with Jews. The First World War in 1914 was Hitler's chance to let go of his frustrating childhood. Hitler proved to be a brave soldier and was wounded twice and decorated twice for bravery with the Iron Cross. Hitler, like many other Germans didn't believe they were defeated by Great Britain and the U.S. in 1918. They thought they had been stabbed in the back by the Jewish slackers. After the war Hitler found himself unemployed once again and began looking for a place in politics because he felt he could do something for the country. Shortly after Hitler returned to the army and was assigned to spy on political parties which the generals thought were communist, socialist, or pacifists. Hitler was ordered to investigate a small political group called the German Worker's party. The next day he received an invitation to join the group. He decided after two days of questioning himself that he should join. After enrolling, Hitler later made it the largest political party in Germany, and became known as the Nazi Party. In 1921, the two years after he joined the party, he became the Fuhrer which is the leader of the Nazi Party. By 1923, Hitler believed he was strong enough to try and conquer Germany. He planned a revolt in Munich to bring down the German republic and then to make himself the dictator of Germany. Hitler couldn't have had this revolt at a better time because Germany was in

Analysis of Margaret Atwoods Siren Song Essays

Analysis of Margaret Atwoods Siren Song Essays Analysis of Margaret Atwoods Siren Song Paper Analysis of Margaret Atwoods Siren Song Paper She is assigned by gods to stay on a secluded island along with two other Sirens, with nothing to do but Obey her duty of enchanting sailors over and over again. Deprived of liberty to break free from this restraining position, the Siren expresses her exasperation and frustration, and requests help from the reader. However, as the poem unfolds, her cry for help turns out to also be a trick to lure unassuming men to her rescue. At the end of the day, she is unable to leave her designated role. Through the depiction of a desperate Siren, the writer is hinting at the difficulties faced by women in real life as well. Women are constrained by plenty of societal expectations and roles imposed upon them, just like the Sirens. For instance, in the workplace, it is less common and expected for women to take on advanced or managerial positions; in the household, they are the housekeeper and caregiver; in a romantic relationship, they are expected to be submissive and visually pleasant, etc. It can be difficult and frustrating to break free from these expectations. The poem is about the distress a woman experiences about being stuck in a designated role and trying to break free. This distress is caused by the reluctance of having to give up the mental comfort provided by following her ole, the fear of betraying her group, and the lack of ability and means to break free from her designated role. Firstly, although part of the speaker wants to be liberated from her fixed role, she is reluctant to abandon the sense of comfort and fulfillment she feels from excelling at her job. On one hand, she yearns to rebel against societal expectations in pursuit of individuality and freedom, protesting against looking picturesque and mythical (1 S). The word picturesque (15), meaning visually charming and suitable for a painting, shows that she doesnt ant to be evaluated based on her outward appearance like a painting and that she detest being stationery and silent, unable to act upon her free will, but can only be subject to other peoples judgment like a decoration. Moreover, looking mythical (15) means being perceived as mysterious and fictitious, like a myth. It shows the speaker is irritated that people perceive her as just a typical character from a myth, instead of a real person with real emotions and desires. She also feels that her struggle is dismissed and invalidated by others as if it is fictitious and unreal. As a result, she lets out a cry for help (22), a fertilization that indicates severe mental distress and the need for help. It shows she is determined and willing to actively seek help from others in order to break free. She demands the reader to take her away from her job, where her opinions and desires go unheard, and her individuality unappreciated. However, she also finds satisfaction in the fact that she never fails to do her designated job. One can detect a hint of pride and delight when she declares that her song is one that everyone would like to learn (1, 2), one that is irresistible (3). Being irresistible means that song is overpowering and difficult to resist from, and shows that the speaker is confident about her strong capabilities at doing her job. Irresistible can also mean lovable and provoking protective love, showing that she is confident about being able to summon such feelings from others. By fulfilling her assigned duty, the speaker finds a sense of purpose and self-worth. This mental comfort is indispensable to the speaker, when we consider that she lives in a very isolated and depressing environment. She becomes dependent n the mental comfort resulted from fulfilling her duty according to societal expectations, making it more difficult to challenge these expectations. Her reluctance to challenge conformity is also related to the nature of her job: she lures the men to death by persuading them they are unique. The speaker wants to believe that she is different and able to achieve things that are not expected of her, but she is also aware that this self-complacent belief is exactly what leads her victims to their demise. Consequently, the speaker is troubled by the desire to be different and the reluctance to do so, and eventually remains haunted by agony. Secondly, the Siren in the poem is constrained by a fear of betraying her group, despite her desire to break free from her role. According to the original Greek tale, the Sirens are instructed to stay on a desolate and secluded island amidst the vast ocean, with no visitors other than the sailors whom they are required to drown. The Sirens only have each others company in such a lonesome place. The speaker is aware of her position as a group member and the importance of her role by acknowledging that she is a part of a trio (18). A trio is a musical composition of three voices or instruments. To form such a composition, different voices or instruments are required to cooperate with each other and perform according to the music score so as to create one coherent, harmonious sound. This can be a metaphor for womanhood, where women with different abilities and wishes feel the necessity to adhere to a certain pattern of behavior, so as not to disturb the overall impression women as a group is expected to present. The speaker also calls the trio fatal and valuable (18). Fatal means deadly, implying the power possessed by the speaker. It also means vitally important, showing the importance of behaving as a part of a large group. The word valuable means both having qualities worthy of respect and being able to be valued. This word shows that the trio, the expected image of women as a whole, is held in great esteem and importance. It is also subject to other peoples evaluation. If the speaker escapes, she will risk destroying the established image of her group and bring disturbance. Therefore, the speaker chooses inaction out of fear of the consequences her rebellion will bring upon ere group. Besides, throughout the poem there is no mention of the other Sirens feelings and thoughts. The speaker is unsure or even doubtful of her companions stance, and implies their mindset is different from hers by calling them maniacs (16). A maniac can mean an insane person. In this case, the speaker shows that she fails to comprehend the intentions of her peers and resorts to calling them insane. The word maniac can also mean an overly enthusiastic person, meaning that the speaker thinks her peers are too zealous in fulfilling their roles and she secretly condemns them for it. Under this circumstance, she is unable to voice her discontent without risking being rejected and isolated by her companions. F-righted by the prospect of further isolation from her peers, the speaker chooses not to rebel, and thus remains in a state of despair. Thirdly, even if the speaker resolves to leave her designated role and seek other opportunities, she lacks the ability and means to do so. She does not know, and is not expected to know, anything else apart from the one song (1) that she uses to lure men. The emphasis on the one song, instead on ailing it the song, implies that there is only one single song that the speaker can use. She cannot choose which song to sing because she only knows one. She also finds the song boring (26). Boring means dull and tediously repetitive. The speaker repeats her song so tediously to the point it fails to impress her anymore. It is also implied that she has already fully mastered what she is supposed to perform through repetition, however there is nothing else for her to learn to do, otherwise she would not be complaining about having to sing the same old song all the time. Moreover, the speaker ever refers to the song as my song, but the song (4, 7) even though it is she who sings it, as if distancing herself from it, implies that the speaker did not decide what to perform herself. Someone else decided what she should do, and she is trapped in the misery of repeating the same routine with nothing else to learn. This is similar to the situation faced by plenty of women. For example, many women are deprived of advanced education as girls by their parents because of the traditional belief that girls do not need as much education as boys, since girls are expected to become housewives one day.

Effective staff development programme for nurses Research Paper

Effective staff development programme for nurses - Research Paper Example A Clinical Nurse Educator is a registered professional nurse with an advanced education, including postgraduate clinical and educational training combined with several years of expertise in a healthcare specialty (Coe, n.d.). A combination of clinical expertise and a passion for teaching are two of the fundamental skills that are needed by nurse educators (March & Ambrose, 2010). Nurse educators should have research and writing skills needed to identify learning needs and develop the right educational programmes and teaching strategies for their target learners (March & Ambrose, 2010). They should also have classroom teaching skills, where they are prepared to design and assess academic and continuing education programs for nurses and clinical staff (Coe, n.d.). At the workplace, they design informal continuing education programs that aim to enhance professional competencies as part of the individual learning needs. In addition, nurse educators serve as leaders who redefine processes for improved work-flow, document the results of educational programs and assist staff, students and patients through the learning process (Coe, n.d.). Nurse teams work closely with healthcare professionals and patients to develop enhanced disease outcomes and innovative approaches for patient management, which range training of professionals on new treatment protocols to working with patients and healthcare workers to instruct, train, advice and provide clinical support (Coe, n.d.).

Lies and Interpersonal Communication in Win, Win Movie Review

Lies and Interpersonal Communication in Win, Win - Movie Review Example Mike’s practice is â€Å"slow† and does not earn him enough income. He is having a tough time paying the bills, which is made obvious when he refuses to call someone to take care of the dead tree in front of their property that is threatening to fall on their house. The plumbing and the heating system in his office need repair badly. His back-up system is malfunctioning and he refuses to call an IT person because it would cost money. He wants to shield his wife, Jackie, and their daughters, Abby and Stella, from the problem. Whether by accident or by choice, Mike ends up concocting a series of lies that landed him with more responsibilities and troubles. This paper will assess whether the consequences of Mike’s lies actually justify his decisions. It is said that lies are often treated â€Å"as the most efficient solution to interpersonal communication problems† (Camden, Motley, & Wilson, 1984, p.309). Deception is usually considered as the right thing to do in circumstances when one desires to avoid conflict, avoid distress, and protect one’s self and/or livelihood, among other acceptable reasons (Levine, Kim, & Hamel, 2010, p.273). These three reasons can be seen in the film â€Å"Win, Win† as Mike tries to protect his family from enduring the problems he is currently facing. First, Mike tries to avoid conflict by not telling Jackie that he became Leo’s guardian. This is to hide from her the fact that he took guardianship for the $1508.00 monthly commission. He also tries to avoid conflict by not informing anyone that he deceptively placed Leo in a nursing home despite the old man’s desire to stay in his own house. He even openly lied to Leo by telling him that it was the judge’s decision to place Leo in a nursing home for some time. Second, Mike tries to avoid distress by not telling Jackie about his real financial status. He hides from her the fact that he cannot call someone to cut down the tre e because he is worried about paying for labor. He tries to tell Jackie that he will cut down the tree with the help of his friend, Terry, but Jackie does not agree with him because she does not know the reason for this. Third, Mike tries to protect himself and his livelihood by telling the judge that he can keep Leo in his home. He lies to the state and the court by saying that he can do a better job in ensuring that Leo’s will is implemented more properly if he will be the guardian instead of the state. These lies are high stake lies because they hold severe consequences (Camden, Motley, & Wilson, 1984, p.309) for Mike and the people he lied to. To compare, low stake lies are simple lies that usually do not affect the people involved (Camden, Motley, & Wilson, 1984, p.310). For example, lying about a favorite color is a low stake lie. On the other hand, high stake lies affect the people involved in a big way (Camden, Motley, & Wilson, 1984, p.309). This is the case for Mike ’s lies. Had he not lied to avoid conflict and distress, the normally calm household he has might be impacted negatively. Mike would also have been pressured to keep Leo in his home, which technically defeats the purpose for why he volunteered to be Leo’s guardian in the first place. Obviously, keeping Leo in his home would cost not only more money but also more time from Leo. Furthermore, had Mike not lied to protect himself and his livelihood, he would have gone through more inner turmoil in thinking about how to continue his practice. The effects of Mike’s lies leak through his non-verbal communication. As a viewer, one could immediately sense through his actions that he is trying to control the situation that his lies created. A good example is in how Mike’

Topics Discussed in Class - My Participation in Class Assignment

Topics Discussed in Class - My Participation in Class - Assignment Example The lessons included identifying the dimensions of culture from the presenters’ and students’ national origin and to determine the validity of sharing or manifesting the dimensions noted, according to Hofstede’s framework. Presentation of topic (3): Convergence and Divergence in Consumer Behavior. The presenters included concepts that expounded on convergence and divergence through provision of specific consumer purchasing behavior; where apparently the behavior could be evaluated and reviewed on a macro perspective. Likewise, the concept was further explained with the assistance of delving in describing homogeneous and heterogeneous economies or that which measures a country’s level of wealth. Presentation of topic (4): Domestic Consumer Predispositions: Ethnocentrisms and Disidentification. The presenters used the theoretical concepts of ethnocentrism and concepts of consumer disidentification to make students aware of how these concerns impact global ma rketing. How One Contributed A relevant topic (1) that was presented focused on Paradoxes in Global Marketing. ... Value paradoxes are part of people’s systems; they reflect the desirable versus the desired in life† (De Mooij, 2005, p. 2). The reading therefore presented relevant concepts pertaining to paradoxes in global marketing especially in the following topics: the global-local paradox, technology paradox, media paradox, and explicitly explained paradoxes in marketing theory. Therefore, one’s contribution in this module would be in terms of relaying one of the global paradoxes learned from De Mooij which could include paradoxes in consumer trends or the global advertising paradox (De Mooij, 2005). On the topic (2) of Dimensions of Culture, one contributed through likewise determining the dimensions from one’s cultural orientation. As verified and supported from the information using online link, for instance for Saudi Arabia as the country of origin, one found information that supports one’s cultural practices and norms (Anon., n.d.). Thus, to make the disc ussion more interesting, the same online link provides options to compare the cultural dimensions in one’s country of origin to that of another. For instance, the dimensions of culture in Saudi Arabia’s country could be compared with the dimensions of culture in the United States. The results revealed that these countries manifested significant disparities in the dimension of individualism and power distance; while both countries seem to be on equal footing in the dimension of masculinity (Anon., n.d.). One’s contribution for topic (3), Convergence and Divergence in Consumer Behavior stems from the reading of (De Mooij, 2003). From the article, it was learned that â€Å"effectiveness in marketing means adapting to cultural values†¦ Countries can now be compared by means of

Characteristics Of High Self Esteem Persons English Language Essay

Characteristics Of High Self Esteem Persons English Language Essay This chapter consists of two parts. The first section describes the theoretical framework. This section explains topics such as English writing, affective factors, self-esteem theories, self-esteem and writing strategy, EFL teachers and their role in building students self-esteem and humanistic approach. The second section deals with the analysis and a comparison between variables. This section outlines issues such as the relationship between self-esteem and writing strategy, and continues to investigate the relation between self-esteem and speaking in English, then the relation between self-esteem and reading in English, and the relation between self-esteem and listening in English in the final turn. Theoretical Framework English is an international language that is used throughout the world. The number of people who use English as a second language or foreign language is much higher than those whose native language is English. Thomas and Collier (2002) believed that until the coming of 2030 the percentage of students in U.S. schools will be over 40% of the border. Al-Sulaimani (2005) states that in some Arab countries, most people who study pharmacy, medicine, computer and science use English as their primary language. Al-Harbi (2010) found that EFL learners (especially beginners) may not be able to read and spell words or have sound-letter problems in pronunciation due to separation, the reason for this difference is that such problems exist in the native language and target language and another reason is the difference in writing in both languages. English Writing Typically, a relationship between reading and writing are combined. Practice in writing in a cross-training can help language learners to enhance the capabilities in reading and writing skills and write their spelling correctly (DuBois, Erickson and Jacobs, 2007). According to Krashen (1984), most teachers were convinced that education should focus on form and follow Krashens Natural Approach which relates to childrens L1 oral acquisition. King (2003) points out that punctuation in our writing is physical and our speech can be seen as non-tangible, if we have no punctuation in written and spoken language, they are chaotic. Then, Allen and Huon (2003) argue that effective and good writing requires a sound understanding of which is considered as a mechanic of writing. For example, the use of punctuation in phrases such as keeping the car moving, stopping, starting in the right place, pausing or at any other time is necessary. In general, Rude (2006) believes that punctuation helps people who simply read the sentences. Commas, semicolons, dashes and so on are making relationship between sentence patterns and phrases. On the other hand, if we use the wrong punctuation we create confusion in the text, knowing how to use punctuation in the text is an important point in writing. King (2003) states that capital letters can be considered as a form of punctuation that guide the eye and mind in the text. Typically, the capital letters use to start sentences and proper names. Affective Factors Cognitive domain, affective domain and psychological domain are very important issues in language learning process. In this regard, Brown (2000) asserts that the affective domain refers to emotions and feelings. Bloom and his colleagues have developed a wide assortment for the three domains on the affective domain. It consists of five levels. The first level is receiving, one person is in contact with others and is exposed to a series of data. He can accept and respond to them or reject them. If he responds, he is entering into the second level which is responding. The third level is valuing. After responding, a person according to his perceptions can be either positive or negative. Level four or organization is when a person organizes the values based on his beliefs and finds the relationship between values and his beliefs. The final level is realizing, which is a persons thinking and behavior into a system based on values (He, 1996). Inhibition Inhibition is an aspect of affective domain that is directly linked to self-esteem. People have a defense system that protects them against internal and external criticism (Brown, 2000). Ehrman (1993) suggests that students with thick, perfectionist boundaries find language learning more difficult than those learners with thin boundaries who favor attitudes of openness and ambiguity tolerance. Inhibition is to prevent people expressing their freedom and comfort. It requires a second or foreign language learning series that mistakes happen and learning from these mistakes often occurs (He, 1996; Brown, 2000). But if the learner afraid of making mistakes and these mistakes affects his ego, from the inside (ones self) who is fallen and from the outside (others) who is threatened. Both are considered a barrier to inhibit. So it can be concluded that students in relaxed environments without threat have the lowest degree of degradation (He, 1996; Brown, 2000; Andres, 2002). Risk-taking Communicate in a second and foreign language needs some competition and guessing. Some students are afraid of answering any questions and respond to a question that is absolutely true. They prefer to be silent all the time to keep from making mistakes or someone does not mock them. Having such a fear of making mistakes provides an opportunity to students who are unable to practice the language. According to Weiten (1989) in conversation, the students do not have enough time to go to the dictionary for finding the exact pronunciation and grammar, whereas in reading and writing, typically the student has enough time to choose the best words and organize sentences. People with healthy self-esteem, do not have any psychological damage with errors and negative feedback. On the other hand, fear of making mistakes can have a negative effect on learning and knowledge of learners. As a verbal exercise, it is necessary the information stored in long-term memory that can be prevented from language learning. Brown (2000) claims that: students who make mistakes out of ignorance in the classroom tend to be silent. It seems that self-esteem is closely related to risk-taking factors: if someone has high global self-esteem and doing something wrong ignorance, has no fear of making mistakes. Anxiety According to Brown (1994) anxiety is a variable that is associated with self-esteem. In general, anxiety has a negative relationship with self-esteem. Anxiety includes feelings such as worry, despair, self-doubt, apprehension and concern. Anxiety is divided into two different levels: Global or trait anxiety Situational or state anxiety (Brown, 1994). Anxiety is in many forms, such as anxiety test. Foreign language anxiety is one of the forms that are filled with anxiety items. Between the years 1968 to 1980 some studies performed by Clement, Gardner, Symthe, Tarampi, Lambert and Tucker about the relationship between different types of anxiety and second language performance. The results of these studies indicate that there are no direct relationships between measures of anxiety and second language anxiety. But in 1975, Chastain conducted a study and found an inverse relationship between anxiety and learners grades in Spanish. However, the same relationship was not found for learners of German and French (Gardner and Clement, 1990). Motivation Motivation is one of the affective factors that is important in success and failure of students. Dornyei (2001) argues that motivation is a vague term that encompasses a wide variety of meanings. Gardner (1985) defining the role of motivation in learning L2 argues that a field that individual deals with his attempts to learn the language because tends to this work and to be satisfactory of the experience of activities. This definition includes: Attempt expended to reach the goal Willingness to learn Satisfaction of learning a language. In general, motivation in the classroom depends on the teachers abilities to maintain interest in the classroom. Many factors affect the motivation as far as Danis (1993) believes these factors include: Interest in the subject Understanding of its usefulness General desire to achieve Self-confidence Self-esteem as patience and resistance. The main model of motivation includes four components that have been designed by Gardner and Smythe (1975). These components include: Group-specific attitudes Learners motives for learning the target language Affective factors (Sterns Generalized Attitudes) Extrinsic and intrinsic motivation (Sterns Attitudes towards the learning situation) You can see the Gardner and Smythes motivation model in the figure 1. Group-specific attitudes Learners motives for learning the target language Affective factors Extrinsic and intrinsic motivation Favourable versus unfavourable attitudes to the users of the target language Motivational intensity Interest in foreign language Anomie Need achievement Ethnocentricism Authoritarianism machiavellianism Integrative motivation Instrumental motivation Motivation Extrinsic motivation provided in self-instruction (i.e. incentives, encouragments and threats): Teacher/counsellor Learning contracts Records of work Self-assessment/peer-assesssment Reality testing Summative assessment Factors from self-instruction promoting intrinsic motivation (i.e. continuing willingness to put learning at a high level of priority): Learners awareness of needs and goals Perceived relevance of the course to achieving goal Maintenance of self-esteem as a person through involvment in decision making Degree of freedom to use preferred learning strategies Membership of a supportive group leading to increased empathy and reduced inhibitions Troble shooting procedures Figure 2.1: Gardner and symthes (1975) model of motivation Self-esteem Self-esteem is a fundamental need in human life. There are some meanings for self-esteem: Bandura (1997) defines self-esteem as an individuals judgement of their own value. Pervin and John (2001) believe that self-esteem is a general attitude to personality traits not any particular individual circumstances; and finally, Barnden (2001) stated that self-esteem is the experience of feeling competent to deal with the problems of life and knowing the life happiness. This competency includes self-efficacy and self-respect. According to Brown (2000), self-esteem includes various dimensions which are: Global self-esteem which means general assessment a person makes of ones self Situational self-esteem which means a specific situation such as foreign language context Task self-esteem that means a particular task within a situation e.g. writing in an EFL context. In addition, self-esteem helps in all aspects of ones life. Self-esteem is essential for a healthy psychological life. This is an important aspect of affective factors because all the affective factors are related to the self-esteem (Brown, 2000). Self-esteem has two different levels, low self-esteem and high self-esteem. Roger found that: children with higher self-esteem compared to children with lower self-esteem are more decisive, more independent and more creative. Also people with self-esteem can easily define their observations are flexible, and able to produce solutions to major problems (Pervin and John, 2001). According to McAdams (2006) Maslow proposed that humans are having a series of abilities that these abilities do not available unless, the basic needs provide for the first time. By paying attention to figure 2, we can understand the importance of positive self-esteem. Figure 2.2: Maslows Hierarchy of needs Low self-esteem is like a person to overcome their own lives and affects on the ones life cycle. Negative thoughts lead to negative attitudes, negative attitudes cause negative behavior, negative behavior may develop negative feelings and finally, all parts affected by self-esteem (Napoli, et. al., 1992). This can be shown as follows: Negative behavior Negative feelings Negative attitude Figure 2.3: Interaction Between Low Self-esteem and Negative Behavior Characteristics of high self-esteem persons A person with high self-esteem has special characteristics. According to Branden (1985) he/she may have some or all of the following characteristics: A person is open to criticism and deals with mistakes comforting. A person can give and receive expressions of feeling, appreciation and so on spontaneously. A persons saying , doing and appearance go in harmony. A person accepts changes in different life aspects without being worried. A person is flexible in responding to situations and challenges. A person can be firm under conditions of stress. A person can speak about his proficiency and lack of it with honesty and without being embarrassed. A person moves and speaks easily and confidentially. A person appreciates his own merits. A person does not consider himself inferior to others. Moreover, according to Napoli et al. (1992) a person who has high self-esteem has the following characteristics: The individual is open to take the opportunity to participate in developing experiences in spite of the risk of making mistakes, He/she takes part in an activity (sports, learning a new skill etc.) just for the pleasure of doing it without feeling the need to prove anything, He/she takes the responsibility of his/her actions without blaming anyone or finding pretexts, He/she accepts his own and others strengths and accomplishments, He/she accepts the personal power of someone without trying to abuse or control them, He/she focuses on the quality rather than the quantity of life experiences (e.g. friendship), He/she enjoys team work and appreciates its value in getting a job done or improving interpersonal relations, He/she finds a balance in life (e.g. work, entertainment, solitude). Internal consistency of high self-esteem may have higher (or lower) range types of psychological processes on the take. According to Schneider and Turkat (1975) possibly some of the people use a high self-esteem as a defensive measure to identify the optimal of society. Characteristics of low self-esteem persons A person with low self-esteem like a person with high self-esteem has a series of characteristics. He/she may have some or all of the following characteristics: A person feels awkward, shy conspicuous and unable to express him/ herself with confidence. A person worries about making mistakes and is always embarrassing to expose him/herself to anything new. A person is hyper sensitive and hyper alert to signs of rejection. A person deals with life in a protective and defensive manner. A person is depressed, unhappy and shows a greater degree of anxiety and aggression. A person does not feel satisfied with his/her life. A person is vulnerable to criticism and has greater social anxiety. A person feels inferior to others or unworthy. A person does not like leadership role or voluntary tasks. A person behaves inconsistently. A person suffers a lot of personal mistakes and sees failure as a result of deficiency in his/her abilities. A person underestimates his/her abilities (Apter, 1998; Timothy et al., 2001). On the other hand, according to Napoli et al. (1992) a person who has low self-esteem has the following characteristics: Note: Deficiency in accepting constructive criticism and making use of it in ones development. Deficiency in taking decisions and realising creative values, need to obey firmly set rules, Deficiency in taking the risks that may give way to mistakes, Deficiency in changing, a fixation on the same food, environment, course of action etc., Deficiency in focusing on others power, Deficiency in focusing on ones own power, A tendency to live others accomplishments vicariously (isolating heroes), Tendency to attach a lot of importance to the outward appearance (like dating the most attractive person on the campus, driving the hottest car, etc.), Tendency to be compulsive about cleanliness, eating, orderliness and the like, Tendency to be overly competitive (to be in need of winning every time and surpassing everyone in order to feel important), Tendency to be a poor loser and to see this position as an approval of their personal value, Tendency to be overly critical (finding fault), Tendency to overwork to prove themselves and to show others their worth. Theories on Self-esteem According to Murk (1999) in his book as Self-esteem; Research, Theory and Practice, take a number of theories that are briefly defined in the following: A historical view with modern relevance William James as a famous American psychologist, believes that the origin of self-esteem involves factors such as history, culture, family and circumstances. These factors are forming the identity of someone. He knows a self-esteem relationship with values, success and competence in the development of level of self-esteem; for example, if a person is able to manage their identity competently or the other side fails to do this. Success increases self-esteem and failure decrease it. The psychodynamic approach White believes that self-esteem is based on the relationship between ego and ideal ego. Here the focus is on efficacy. Self-esteem depends on someones competence and effectiveness. He believes that the relationship between self-esteem and achievement, respect is obtained. Thus, White concluded that the efficacy is taproot of self-esteem. Self-esteem is seen as an evolutionary phenomenon that subject to other processes, force development and deals with them in adulthood. Briefs, White to be exploring the relationship between competence, ego and self-esteem. The sociological approach Rosenberg can be defined self-esteem as positive and negative attitude towards a particular object in the other words ego (as cited in Murk, 1999, p. 122). Rosenberg was focused on the role of social factors on self-esteem. He combined both affective and cognitive processes in judging self-worth. He believes that the person who is evaluated should develop standards and values that including social aspects and compare him/herself with those standards. The smaller gap is between self and those standards and the highest gap is between self-esteem and those standards. Finally, Rosenberg focused on self-worth as a representative of self-esteem. The behavioral perspective Coopersmith defined self-esteem as evaluation that a person had to be done in relation to himself. This reflects the attitude of approval or disapproval, and indicates the extent to which a person believes in himself (as cited in Murk, 1999, p. 124). Under this approach, there is the relationship between self-esteem and behaviors such as anxiety and depression. Coopersmith believes that self-esteem or lack of it can be learned. In short, Coopersmith the first theorized who expressed two components which are included performance and competence as the principle component of the self-esteem. Behavior Informational reinforcement Aversive stimuli Hedonic reinforcement Consumers learning history Current behavior setting Figure 2.4: Adapted from summary of the behavioral perspective model The humanistic vision According to Branden (2001) ones evaluation is the most important key to ones behavior, business process, feelings, desires, values and goals affects him. He believes that the impression that person towards himself affects some responses; for example, if a person believes that is stupid, it has joined to the fact. In the first instance, he would suffer vision of human after self-esteem. Murk (1999) also emphasized self-esteem is an important part of human existence that must be managed throughout to life cycle (p. 130). In addition, Branden views self-esteem as ones having two components: Self-confidence (a sense of efficacy) Self-respect (a sense of competence). Moreover, Branden believes that a student may be damaging his self-esteem based on his notion; for example, when the learner in the learning has some difficulties, maybe he/she thinks these problems due to his/her inability. In summary, all these theorists have paid largely to the self-esteem. James is one of the first scientists who spoke about the foundations of self-esteem. White focused on effectiveness. Rosenberg puts his focus on self-worth and finally, Coopersmith and Branden, both of them focused on self-efficacy and self-worth as an essential component of self-esteem. EFL teachers role in building students self-esteem Teachers have an integral role in building self-esteem. Teachers should make the atmosphere so that students can develop their self-esteem; with this, the level of their success and confidence goes up. Finch (2001) believes that success less depends on the materials, techniques and linguistic analysis and more depends on what happens between people in the classroom. It is the teachers task to create a positive learning environment. They can improve students from the different ways and while students understand that their teacher is watching them out, but they have the sense of freedom and comfort. In this regard, Sano et al. mentioned that friendly relationship between teachers and learners and even learners with each other and this is our opinion that is the most important factor in language learning (as cited in Finch, 2001, p. 135). Students can do work correctly when they feel safe. This event occurs when then teachers behavior modestly, be a good listener, pay attention to his/her students and make them feel that they are efficacious and competent. Dorneyi (2001) offered teachers to create a supportive environment in the classroom in following ways: Establish a norm of tolerance. Encourage risk-taking and have mistaken accepted as a natural part of learning. Bring in and encourage humour. Encourage learners to personalize the classroom environment according to their taste (p. 31). Then, Kirstein (2001) offered more strategies: Create a positive classroom environment. Encourage your learners. Know your learners. Encourage interactions with other learners. Structure learning to be flexible and supportive. Help your learners acknowledge success (pp. 85-89). According to Oxford (2003) a strategy is useful for teaching base on the following circumstances: The strategy relates well to the L2 task at hand, The strategy fits the particular students learning style preferences to one degree or another The student employs the strategy effectively and links it with other relevant strategies. Oxford (1990) believes that strategies which based on these circumstances are make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation (p. 8). In short, teachers should encourage students to create positive environments not only for students with low self-esteem but also for students with high self-esteem up to maintain the level of their self-esteem. Review of literature This section includes a preview about self-esteem and various aspects of the performance of students in foreign languages. The following issues are reviewed: the relationship between self-esteem and writing strategy, the relationship between self-esteem and speaking in English, the relationship between self-esteem and reading in English and the relationship between self-esteem and listening. On the relation between self-esteem and writing strategies Many studies on global self-esteem, can be show relationship between self-esteem and writing along the following three strands: In language learning, the role of affective variables, especially self-esteem cannot be ignored. The relationship can be positive or negative. He (1996) studied some of the affective factors, especially the self-esteem. The results of a survey of Chinese students are reported: a questionnaire that was intended for language learning was administrated to 31 Chinese immigrants in Southern California and an interview with 21 Chinese students. He found that self-esteem is one of the important factors that affect learning English as a second language. Similarly, Moritz (1996) conducted a study that self-assessment as a criterion of language skill and a tool used to measure. Factors that may affect the dominance self-assessment of foreign language of students are determined. Participants in this study were 28 college students of French at different levels. Results showed that self-assessment of foreign language impact students self-concept. Anstey (1993) achieved the same results. He studied the relationship between self-esteem and communication potential processes of students in French classes. In this study, the communication potential used for the development of a literature review on the communicative approaches to second language learning. Results showed that students self-esteem depends on a process that is selected by the teacher. Factors, which enable the teacher and other colleagues to increase interaction and negotiation enhance students self-esteem. Battle (1981) developed a questionnaire which was called Culture-Free Self-esteem Inventory. This questionnaire consisted of 60 items that were classified into five sub-scales: General self-esteem, Social/peer related self-esteem, Parent/home related self-esteem, Lie scale, Indicating defensiveness. A score for self-esteem are obtained by totaling the number of items, excluding the lie scale items of 10. So, the highest possible score is 50. On the other hand, Pareek et al. (1976) developed a questionnaire which was called Pre-adolescent Adjustment Scale. This questionnaire consisted of 40 items that included: Home (nine items), Peers (eight items), School (eight items), Teachers (eight items), General (seven items). A score for total adjustment are obtained by totaling of the five areas. In this case, high positive scores indicated high adjustment in the area, while negative scores indicated maladjustment. Both of these questionnaires, Culture-Free Self-esteem Inventory which developed by Battle (1981) and Pre-adolescent Adjustment Scale which developed by Pareek et al. (1976) were used to assess the self-esteem and adjustment among children. Moreover, a study was done by the National Foreign Language for students with the purpose of knowing whether their high self-efficacy of the learning strategies they used or not. Participants were in a group of students of French, Japanese and Spanish. Students grades were fourth, fifth and sixth. Two questionnaires were presented to them: the Immersion Language Learning Strategies Questionnaire and Immersion Self-efficacy Questionnaire. The results show that students with high self-efficacy and self-confidence were using more learning strategies; these strategies were effective in language learning preference of learners to the extent that it effected on the learners self-esteem. Gordnick (1996) randomly selected 50 students of Union County College and studied the relationship between their self-esteem and writing. He used Coopersmiths self-esteem test to measure self-esteem and used their writing grades to measure the writing, then took the correlation between them. The results showed that there is no significant correlation between students self-esteem and their writing. It is worth mentioning that both Gordnicks studies and present study have been about the relationship between self-esteem and writing achievement. It also should be added, participants of this study were students of Saudi Arabia EFL secondary school who formed American students. Hassan (2001) tried to determine the relationship between self-esteem and quality and quantity of students writing. The sample formed 32 Egyptian English major university students. Results showed that there is a negative relationship between students self-esteem and their writing. Low concern students have high self-esteem and high concern students have low self-esteem. Low concern students wrote better than high concern students. Hassans study investigated the relationship between two variables, one of them was the relationship between fear of writing and self-esteem and the other was a relationship between themselves and writing skills, while the present study examine the relationship between self-esteem and writing strategies. Participants in the Hassans study were university students who just studied in the field of English language, however in this study, participants included university students in various fields. Hassans study measured participants writing skills while this st udy examined the writing strategies. Brown (2000) claimed that there is relationship between self-esteem and academic performance however, he posed a question that which one affected the other. Significant changed as the number of researchers (Huang, 1992; Brown, 2000; Lee, 2001) reported. For example, in Huangs (1992) study, he discussed the relationship between biliteracy and self-esteem of Mexican-American students. Participants included 1034 persons who were Mexican and Mexican-American. Students were classified into three categories: biliterates, proficiency in English and proficiency in Spanish or oral bilingual. A set of 13 questions measured self-esteem. The results showed that Mexican-Americans who knew them as biliterates had higher self-esteem than those in English, Spanish or oral bilingual. Sled (1993) conducted a study on 25 patients from the University of Texas in order to provide basic writers confidence. By creating discussion and motivation in his class, he analyzed the students and it was causing that they can overcome their fear of making mistakes. Results showed that students confidence has increased. Koulourianos and Marienau (2001) conducted a study and in this study they used parent intervention strategies and teacher intervention strategies for the third and fourth grade students in the United States to improve their confidence in writing. The results showed that the strategies have had a positive effect on the students writing. Bardine (1995) proposed the guided strategies that included the use of journals in the adult literacy class which was to improve students writing. In this method, the teacher used quotes that increased self-esteem and positive attitude. He taught students from Mia

How To Pitch :: essays research papers

The most important part of being a good pitcher is throwing strikes. With out that you will not be able to get hitters out and you will walk everyone. To throw strikes you have to have a good wind up and delivery. After you have your fastball mastered you can begin to throw different pitches such as a curveball, change up, or slider. The first thing that you have to do in your wind up is to step back with your right foot behind the rubber. Second you have to swing you right foot up and balance on your left foot. Finally you have to push your left foot off of the mound while balancing and throw the ball towards the plate. After you throw the ball you have to be in a fielder’s position in case the ball is thrown hit back at you.   Ã‚  Ã‚  Ã‚  Ã‚  The most common off speed pitch is a curve ball because it has a lot of movement if it is thrown correctly. To throw this pitch you use the same wind up but when you get to the point of throwing the ball, instead of throwing it regularly you snap your wrist to make the ball spin. In order to get a lot of movement you have to throw the ball with a little bit less velocity. It is important to be able to throw a curve ball while pitching.   Ã‚  Ã‚  Ã‚  Ã‚  Another good pitch is a change up. This pitch is simple to throw because it is similar to a fastball but it is only thrown slower. While throwing this pitch the wind up is the same but you throw the ball a little bit slower. This is to get the hitter off balance and not hit the ball on the barrel of the bat.   Ã‚  Ã‚  Ã‚  Ã‚  The third pitch is the slider. It is similar to a curve ball but it is thrown harder. It does not move as much but it does not allow the hitter to recognize the movement. How To Pitch :: essays research papers The most important part of being a good pitcher is throwing strikes. With out that you will not be able to get hitters out and you will walk everyone. To throw strikes you have to have a good wind up and delivery. After you have your fastball mastered you can begin to throw different pitches such as a curveball, change up, or slider. The first thing that you have to do in your wind up is to step back with your right foot behind the rubber. Second you have to swing you right foot up and balance on your left foot. Finally you have to push your left foot off of the mound while balancing and throw the ball towards the plate. After you throw the ball you have to be in a fielder’s position in case the ball is thrown hit back at you.   Ã‚  Ã‚  Ã‚  Ã‚  The most common off speed pitch is a curve ball because it has a lot of movement if it is thrown correctly. To throw this pitch you use the same wind up but when you get to the point of throwing the ball, instead of throwing it regularly you snap your wrist to make the ball spin. In order to get a lot of movement you have to throw the ball with a little bit less velocity. It is important to be able to throw a curve ball while pitching.   Ã‚  Ã‚  Ã‚  Ã‚  Another good pitch is a change up. This pitch is simple to throw because it is similar to a fastball but it is only thrown slower. While throwing this pitch the wind up is the same but you throw the ball a little bit slower. This is to get the hitter off balance and not hit the ball on the barrel of the bat.   Ã‚  Ã‚  Ã‚  Ã‚  The third pitch is the slider. It is similar to a curve ball but it is thrown harder. It does not move as much but it does not allow the hitter to recognize the movement.

Food and Beverage Essay

Hotel Les Fontaines has a strategy that differs very largely from any of its competitors, as it is one of a kind in its region. The company will focus on delivering a service that provides a more personalized and refreshed service style. There would be more attention to detail especially in the restaurant outlet of which has been proposed as this would be a value added for Les Chalets Des Mosses. Also the operation costs would be lower in the restaurant area compared to rooms, as clients who stay at the hotel are budget guest who like to spend less and in return expect quality service and product. The hotel operates for ten months throughout the year. The restaurant opens for service during lunch and dinner. For the lunch period simple, smart, and affordable dishes catering to the customers needs will be served. As most of the consumers will be children from ages four to twelve and parents from early thirties to late forties, a menu healthy and enjoyable menu for the guests will be designed. Even though quick service would be offered for lunchtime the quality of the food and service would not be compromised. This would allow for the restaurant to make a good first impression in order to encourage the guest to return to Pomodoro On the other hand, the dinner will have a drastically different objective. The average dish will be more luxuries and elegant and will be served in an a la carte fashion. The atmosphere at dinner will promote a sensational and comfortable time for our guests. Both the hotels image and the restaurant harmonize in theme. The hotel Les Fontaines provides a great experience for the clienteles, enticing them to return to Les Chalets des Mosses. Vision: Hospitality is all about the individual and at Les Chalets des Mosses we pride ourselves on our unique service culture. We are in business to meet our customer’s needs and promises that each guest will be treated with a positive service attitude at every point of contact. From the hotel manager to the cleaner and everyone else in-between plays a vital role in delivering a memorable guest experience. Mission: The mission of the restaurant is to deliver the most comfortable and soothing experience for the clients. With exceptional service, responsible stewardship, and high quality food an excellent experience can be provided. Therefore, the Pomodoro’s main objective is to focus on the customers’ best interests. Les Chalets des Mosses provides budget travelers and tourists with a choice of excellent hospitality products that offer excellent value for money, while assuring a good return to owners and inspiration to employees. Objective: The main object of Les Chalets de Mosses is to have a return on investment within two years form Pomodoro’s. Building a loyal customer base and a long-term marketing strategy are what Hotel Les Fontaines is seeking to achieve. Pomodoro is an ambitious concept that is currently, planning on growing and expanding by the year 2020. Also the Pomodoro is trying to aim for eighty to eighty-five percent occupancy rate for the lunch, which will operate for two and a half hours daily. As for dinner Pomodoro’s is trying to attract around seventy to seventy-five percent occupancy. By having a total of hundred twenty seats prepared in the restaurant, the Pomodoro will be the main focus of the company’s F&B branch. The restaurant has made a completely different transition from its original concept. Not only did the restaurant change in its size, the type of services and it dishes the market segments has also changed. The most effective sales and marketing tactics have been selected to define the restaurant’s image. The name, Pomodoro, is the first major change to help identify the new Italian restaurant that has opened in Les Chalets des Mosses. The restaurant also has a bar, which would play an important role as while guest are waiting for the table they could spend time at the bar. During the waiting time guest’s may spend money at the bar allowing the restaurant to further maximize its revenue. Also, this new concept of the bar would be perfect after a long day at the ski slopes. The Hotel Les Fontaines will also incorporate three major principles (Schultz & Horvath, 2008). The first principle is the training and development process of staff members. By creating a strong and effective program for the staff members, the employees will be able to satisfy even the specific needs of the customers. The Hazard analysis and critical points (HACCP) will be incorporated in the training program to deliver a food safety and social responsibility. With this our guests would feel at ease to eat at Pomodoro’s and families would be more than happy to be with their children. The training program will have to take place before the restaurant begins to operate in 2013. The second principle is the ability to operate efficiently. The restaurant should be able to deliver highly effective operations to the clients. Lastly, the culture of customer service should be noted. Without the necessary service to deliver the satisfaction and gratification of the consumer, a loyal customer base cannot be built. Les Fontaines will incorporate the referral marketing for the market strategy. The referral marketing is no doubt the best way to maximize the revenue and raise the awareness of the company and standards to the local customers (Schmitt, Skiera & Bulte, 2011). F&B Strategy: Diversification is one of the strategies that best fit the new operations situation, as Les Fontaines is in search of a new product and market (Gine, Pisano, Sorell, Szigety, 2006). The restaurant has taken extreme measures to differentiate itself from the competition in the Les Mosses region. As the restaurant caters to a niche market, it will have minimum competition with the surrounding business in the region. This is due to the fact that Pomodoro’s offers various activities for children of which the surrounding hotels do not offer. The psychographic, demographic, geographic, and purchase behavior of clients were analyzed in order to help Les Chalets des Mosses strengthen it own image (Yankelovich, Meer, 2006). In order to create such strategy, the restaurants must create an engaging and rigorous loyalty program. The goal of the hotel is to have local customers who will visit the hotel on a regular bases during the various events that take place in the region of les mosses. Since, the hotel will promote its special offers via newsletter through the zip code, not only does the newsletter grab the customers attention, but also the local customers will become frequent clienteles. This marketing strategy would benefit the whole hotel, not just the restaurant. By sending out newsletters promoting events or special offers in both the hotel and restaurant it may encourage guest to not only use the food and beverage outlets but also to stay and enjoy the experience. The company will take a step forward by taking surveys of the clienteles regarding the activities and subjects that interest them. This way Les Fontaines will be able to predict what the clientele’s hobbies or taste are and provide a service that incorporates partnerships with other companies. For example Pomodoro’s can promote a snow-tubing event to the customers by providing ticket deals. According to Michael Porter, a Harvard Business School professor and the reigning guru of competitive strategy, competition within an industry is driven by five basic factors (Porter, 1979): 1. Threat of new entries. 2. Threat of substitute products or services. 3. Bargaining power of suppliers. 4. Bargaining power of buyers. 5. Rivalry among existing firms. We understand that using one strategy is impossible in todays society, as the range of customers are more diverse as globalization has a larger impact in today’s society. The Les Fontaines will be promoted in various ways. The newsletter will act as a tool to commercialize the company’s anniversaries and offers. Unlike, the other rivals the company will begin to engage the customers with a more personal touch. The snow tubing company in Les Mosses will further advertise the hotel and vice verse due to their partnership. Furthermore, the referrals will function as the company’s key promotional tool. Both Pomodoro and hotel Les Fontaines will attract customers through the various services, products, offers, and business proposals. None of the competing hotels and F&B outlets substantially reshaped their business strategies and market segments like Pomodoro’s. The awareness of the hotel will most definitely rise as the customers and other partnering companies spread the word. The company will have a dominating number of advertisements in comparison to the other competing ventures due to their various partnerships. The hotel provides a pleasant and sophisticated service that was specifically designed to differ from other surrounding hotels within the region. Both the restaurant and the hotel will offer a personalized touch to the service that will be provided. This will attract new customers and build strong customer relationships, as the customers will return to the venture on a frequent basis. Despite the cluttered market, the unique products that were designed to meet the specific needs of the customers makes the Les Fontaines stand out from its competitors. List of References: Gine. F, Pisano. G, Sorell. M , Szigety. M. (2006). R&D Portfolio Strategy, Diversification And Performance: An Information Perspective. (Doctoral dissertation, Harvard University) Retrieved from http://hbr.org/1979/03/how-competitive-forces-shape-strategy/ar/1 Porter, M. E. (1979). How competitive forces chape strategy. (Doctoral dissertation, Harvard University)Retrieved from http://hbr.org/1979/03/how-competitive-forces-shape-strategy/ar/1 Schmitt, P., Skiera, B., & Bulte, C. V. D. (2011). Why customer referrals can drive stunning profits. (Doctoral dissertation, Harvard University)Retrieved from http://hbr.org/2011/06/why-customer-referrals-can-drive-stunning-profits/ar/1 Schultz, G. C., & Horvath, A. G. (2008). Strategic plan: 2008-2013. Informally published manuscript, Finance & Business, Pennsylvania State Yankelovich D, Meer D. (2006). Rediscovering Market Segmentation. Retrieved from: http://hbr.org/product/rediscovering-market-segmentation/an/R0602G-PDF-ENG

Financial Crisis in Asia essays

Financial Crisis in Asia essays Have you ever been in a situation where you were low cash and in debt? Well, I know I have. I remember one time when I had used up all of my money for the month, and owed, at the same time, my sister ten dollars. Boy, that was pure hell. You cant buy anything, and you feel like you have no control over anything. Well, imagine an entire continent in a financial rut. That is what is currently going on in Asia. This dilemma is known as the Asian Financial Crisis. Now, what exactly is the Asian Financial Crisis? Well, it is the current imbalance of Asias economy. While some areas are doing great, most areas are poor and economically unstable . Currency value has gone down drastically, the stock market is at an all time low, and people all over the continent are fearing for their futures. The United Nations definitely should get involved in this crisis. They should have been more involved in international loaning, which would have helped, if not prevented the debt Asia is in now. They also should have made sure that the currency rate stayed stable the second the stock market began to drop. Perhaps, if the UN was more involved in Asias economic affairs this crisis would not be in this state of mishap. (There were many things that caused the Asian Financial Crisis. One of them would have to be overseas borrowing. It is very important to understand that if the country is borrowing from the rest of the earth its foreign debt will grow over time. Thus, flows (items on income and cash flow statements) translate into changes in stocks (balance sheet items, like family fortune, the stock of capital, government debt, and net foreign debt). So, in the end, Asian countries borrowed too much, and were careful too little. Companies in the worst-hit countries, South Korea, Indonesia and Thailand, borrowed boundless sums of money as their economies boomed. T Even worse, they borrowed much of it in U...

Comparing Poetry Essay

Comparing Poetry Essay Comparing Poetry Essay The poems Esther’s Tomcat by Ted Hughes and Cats by Steve Evans share many similarities and contrasts. The main shared quality is that of the subject of the poems, they are both about cats. However, the cats in the two poems have many contrasting qualities. Both of the poems are written in first person narrative, which makes the reader experience the story as if it were being told directly to them, which involves them emotionally. The theme of the poem Esther’s Tomcat is of a murderous old cat that is described as devilish and un-killable. The title of the poem informs us that the cat has an owner who it stays with during the day. In the third stanza, it tells of the tomcat killing a man upon his horse by latching around his neck whilst biting and scratching. The knight falls from his horse, hitting his head upon a large rock, which years late, remains the stain of blood from the cats doing. The forth stanza describes the cats thirst for murder as it disembowels dogs and beheads chooks. Whilst the cat has suffered from the wounds of its battles with dogs and being shot at from man trying to rid the world of this evil character, it has only left scars as though the tomcat is invincible which gives the idea of the cat having nine lives. Although he has an owner, the cat walks the roofs at night yelling of his hatred of others. The poem’s use of rhyming is seen in the first line of the first stanza, â€Å"Daylong, this tomcat lies stretched flat, As an old rough mat,† the rhyme being the words ‘flat’ and ‘mat’. The line, â€Å"As an old rough mat,† is also a simile, which tells of the cat being like an old rough mat. Other sillies in the poem are â€Å"Like a bundle of old rope and iron,† â€Å"His eyes, green as ringstones,† and â€Å"Fangs fine as a lady’s needle and bright.† These similes are describing the cat using imagery and by comparing certain features to another object. The simile in the third stanza â€Å"Locked round his neck like a trap of hooks† compares the cat’s arms around the knight’s neck to be like an unbreakable lock. The lines, ‘wars and wives,’ ‘tattered and battered,’ and ‘leaps and lightly,’ are all alliteration. The mood of the poem starts of quite muted as it describes the appearance of the cat, but soon turns quite dark wit h the death of the knight. The poem makes the reader have a feeling of revulsion towards the tomcat. There example of enjambment in this poem in the third and fourth stanzas; they flow on as if they were in the same stanza. The poem Cats tells of a lively group of cats. The cats are described as lazy little gods, who believe the world solely revolves around themselves. The cats hold no meaningful perpose, besides prancing around the garden of an Australian man’s home. The cats spend their day running along the roof of the verandah, lying in the sun as if it were their kingdom. At night the mischievous group of cats make horrible noises by the bedroom window of the man’s house. However, in the morning, the cats, act as if it was

Community week three Essay Example | Topics and Well Written Essays - 500 words - 1

Community week three - Essay Example Cleveland clinics give health talks to inform communities and individuals on prevention, management, and treatment of various health conditions. Secondly, the clinic offers management services for both acute and chronic diseases. To improve accessibility, Global Patient Services awareness should be done, as people are not aware of the seamless referral resource, which help to access care providers. Since the clinic is a nonprofit institution that is publicly financed, it should then consider the entire community’s needs in order to promote affordability. Its availability can be promoted through coming up with more centers to serve the growing population. The clinic is gaining more acceptability with the ranking it acquires in the health field because of competency in health care provision. However this can further be improved through reconsidering their charges which is a big barrier to accessing their services The growing demand for children and adolescent health care has necessitated improved technical expertise among the school nurses. Likewise, the nurses’ professional roles have increased. Today’s school nursing is not only about bandaging alone. A challenge comes in when this nurse is expected to handle a student who is managed by different health care providers for a certain condition. The nurse will therefore require the knowledge, skills, and equipments to provide quality care to this student while in school. There is quite a wide range of schoolchildren and teenage health problems that has called for the school nurse to be conversant with numerous technologies and protocols and Familiarize himself with variety of new drugs available for specific condition. (Cote et al 2013) There are different determinants to which health problem is prevalent to children and adolescents. (Nies & McEwen 2011). Some of them may include financial stability and locality. In inner city areas, conditions such as obesity are prevalent.

Cybercrime Research Paper Example | Topics and Well Written Essays - 2000 words

Cybercrime - Research Paper Example This IP operated similar to a house address and represented a specific group or a company. Therefore there was an automatic controls system on the internet IP could be traced. This stopped people from trying to use internet as a means of stealing money or another fraud activity because they knew that it could be traced back to them. In the last decade however the growth of internet has been phenomenal. From a mere few million users of the nineties it has grown in to billions. This growth has made it impossible to maintain the old system. Moreover the wireless internet system has made it even more difficult to track internet criminals. This is because airports, bus terminals and even Starbucks coffee shops all have wireless internet facilities. These facilities operate on temporary IPs. This therefore means that each time you connect to the internet a new IP address is assigned to your computer. Thus it becomes almost impossible to track and convict criminals on internet fraud. The co nviction becomes even more difficult as it is not easy to prove anything in the court of law. One of the most popular cyber crimes is the Credit Card frauds. This type of fraud has increased over the years with the increase in usage of credit cards. The availability of all types of services through credit cards ensures that they become an attractive option for fraud, especially when it comes to online purchases. There are millions of business in US and Europe which only accept payments through credit cards. This is no longer restricted to online services as it did in the nineties. Businesses like Netflix have ensured that customers rely completely on credits cards for all types of consumer items. Credit card fraud is the term used for describing the fraud or theft of money committed by using the credit cards in illegal payments and money transactions to obtain illegal goods and services or to illegally transfer funds from others accounts. They are among