Agent of Socialization Mass Media Term Paper Example | Topics and Well Written Essays - 750 words

Agent of Socialization Mass Media - Term Paper Example â€Å"Similar to the concept of a business agent or insurance agent, they [agents of socialization] represent and act on behalf of the larger society† (â€Å"Agents of Socialization†, 2009). The most commonly recognized agents of socialization are family, media, peers and school (â€Å"Agents of Socialization†, 2009). To help understand how these agents impact the way we define ourselves, I have decided to analyze the impact of the media on my own personal development because the media, as one of the major agents of socialization, has definitely played a significant role in my life. Looking at the way media has shaped my life, it seems clear that it has played a role in just about everything I believe about myself. Gender socialization refers to â€Å"the ways in which society sets children onto different courses in life because they are male or female† (Henslin, 69). As a child, I learned that acceptable behavior for me as a boy was to engage in sports and racing like what I saw on cartoons. Social inequality, â€Å"a social condition in which privileges and obligations are given to some but denied to others† (Henslin 92), was assigned to those individuals who spent too much time reading, boys who acted like girls and girls. I learned how to behave like a boy by mimicking the role performance of the ‘cool guys’ on TV. Role performance refers to â€Å"the ways in which someone performs a role within the limits that the role provides; showing a particular ‘style’† (Henslin, 100). However, there were areas in which m y personality didn’t fully match with these expectations. For example, I loved growing things and taking care of plants, but this presented role conflict because only girls or geeks are supposed to like plants. Role conflict refers to â€Å"conflicts that someone feels between roles because the expectations attached to one role are incompatible with the expectations of another role† (Henslin, 100). Growing up paying

Roles, Responsibilities and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities and Relationships in Lifelong Learning Essay I am a Registered Mental Health Nurse working for a private company and was given the opportunity to work as an in-house trainer when the regional trainer left the company last year. It was my responsibility as the trainer to ensure all staff was brought up to date with Mandatory training such as Health Safety, Moving Handling, Data Protection, and Safeguarding Vulnerable Adults Children to name a few sessions. So the question had to be asked: What is the role and responsibility of the teacher in the lifelong learning sector? To find this out I would need to do some research to find the evidence as well as go to college to gain the relevant qualification to support my role as a teacher. Gravells, A (2012) believes, it is not just about the teaching but also about the learning that takes place; and that it is not just the students who will be learning but also the teacher. The sessions will have to be specific, at a language and stage the students can understand as well as assessing them as we go along to ensure learning has been achieved and at what level before we can move onto further sessions. Not only that, there will have to be feedback for the students as well as the teacher to assess if anything needs to be done to improve future sessions, as teachers can also learn from constructive criticism; this was something I had not thought about and will have to cope with as not everyone is perfect; Walker, G (10. 6. 2013) goes on to say that having critical feedback can promote good constructive growth in both relationships and the individual. It was at this point I decided to go to college and gain the relevant qualification that would help me gain insight and knowledge to ensure I was doing the teaching sessions correctly. The Institute for Learning (2008) is an independent professional body for tutors, trainers, teacher’s student teachers in the further education and skills sector who support excellence in professional teachers and trainers practice for learners in worked based learning so this was a good place to start for me to gain knowledge on behaviours expected of my students so that the company I work for, my students and myself and most of all the wider community would benefit. As part of my Professional Nursing Body NMC Code of Conduct (2008) my first concern would be to treat all individuals with respect and dignity, this also ties in with the Institute for Learning, who have similar codes of professional conduct. I would have to be professional in my role, although I know this is going to be a challenge as some of the people I will be teaching are my friends and I know that boundaries can be challenging at the best of times. As a teacher I will have professional boundaries to which I need to work within; it is all too easy to get involved with the personal lives especially as I will know my students on personal and professional levels; I will need to stick to the planned sessions and if I need to speak to anyone about their personal lives I will refer them onto their clinical supervisors. But I am sure I will remain professional and show respect to them, then the same will be reciprocated. I will uphold the reputation of the company, my nursing profession and that of the teaching role to ensure no damage is done. I will take reasonable care to ensure all members of staff who attend training will remain safe and I will protect and promote their health and well-being and help them develop knowledge at their level of learning. It was my role as a trainer to ensure people were first of all motivated to come to the training in the first place and once they were there I had to gain their interest by involving and engaging them in the sessions I was going to teach. I would need to identify their needs as each member of staff have done different learning schedules and some were more up to date on their mandatory training than others. I would then be able to assess, evaluate and mentor them throughout the days of training. According to Rogers (2001, p. 15) if you are not motivated you cannot and will not learn. She goes on to say, as a tutor, it is my role to keep them motivated by keeping the current flowing; to do this I need to research the information I will be teaching and ensure the students I will be teaching will understand the subject. Although this is a mandatory requirement of the company and policies and procedures had to be followed and are available both in the staff office and on the intranet of Lighthouse Healthcare for all to read and gain insight in what the company would expect from us as employees. As the trainer I would have a list of all the staff members personal details, under The Data Protection Act (1998 amended 2003) I would ensure all details are kept secure, relevant, used in accordance with the individual’s rights and kept no longer than necessary; if a member of staff leaves then all records will be archived until such a time it can be shredded. It would be my responsibility to identify the needs of each member of the group; if there was someone who was disabled or used a wheelchair, or they may be pregnant and could not do some of the techniques taught in some of the sessions such as moving and handling. If so then it was my responsibility under the Equality Act (2010) to ensure I have researched my attendees and provided them with the facilities and sessions appropriate to their needs. The Health safety at Work Act (1974) states staff should have a safe working environment, it is the duty of every employer to ensure, as far as is reasonably practicable, all employees have their welfare, health and safety at the workplace. At this point one member of staff did approach me and stated they found it really hard to work more than 2 days in a row due to their depression, as the training was going to be for 3 days I suggested we did their 3rd day on another set of training days I had planned for the next month. This made the member of staff happy and we as employers showed we had fulfilled their needs under The Equality Act and the member of staff had not been discriminated due to their illness. I would need to book the appropriate room, ensuring the room is the right temperature and appropriate to the group’s needs. Maslow (1954) believed you must satisfy the lower levels of basic needs before you can progress to the higher levels; therefore, if his theory was to work, if all my students had their basic needs like food and warmth they should progress up the pyramid and achieve fulfilment and learning. Maslow (1954) ‘The earliest and most widespread version of Maslows (1954) hierarchy of needs includes five motivational needs, often depicted as hierachical levels within a pyramid. ’ As well as having the appropriate resources available, with a backup plan should there be any issues. I would need to plan the daily sessions according to the needs of the company training schedule which would need to reflect on the Health Inspectorate Wales (HIW) (2013) regulations and what they deem as necessary for mandatory training. These sessions would be spread over a course of 3 days so that it is not rushed and the needs of the students are thought of; they would need regular breaks to take away any boredom, as mandatory training is not the most exciting of subjects to teach or indeed learn but they are a company requirement that need to be completed yearly in accordance with HIW recommendations. It would also be my responsibility to provide hand outs, that are relevant and researched, at he beginning of the session with pens in case anyone wanted to take notes during the session; then at the end I would hand out evaluation forms to gain feedback on my teaching sessions; what have I learned from this, what went good and what could be improved on. This would then improve the quality of my work ready for future training sessions. Pennington (2008) explains that: According to Thorndike’s (1911) Law of effect, if the effect is rewarding for the organism, then the behaviour will tend to be reproduced again in the future. If the effect is punishing, the behaviour is not likely to be reproduced in the future. Therefore, I would need to ensure my sessions were interesting for people to learn so they would want to return back to my sessions over the next few days and for any future sessions I will have planned. If they have enjoyed the first sessions chances are they will enjoy the next ones. First of all I would explain the Health and Safety aspects of the room, what to do should the fire alarms sound and show them where the nearest fire exits were. Then to start the session I would do an ice breaker session as this would help people to relax and relieve any anxieties they may have, it will hopefully break down barriers, give people belonging to the group and help people remember names. It will promote team work and encourage people to share their interests and common grounds and it will give me some idea of how each person reacts and interacts in a group ready for the sessions I will be teaching. There are many books devoted just for ice breakers sessions but it all depends on what your needs are and who you will be working with but their main aim is to give ideas of how to get your students to work as a group and feel they are fully present; if you are not fully present in a group then you cannot learn. Rogers, J. 2001) I would need to stick to the schedule and not digress as this could delay the day and sessions may get rushed near to the end and important information may not be taken in; therefore the learning needs may not be met which could have a knock on effect putting theory to practice in the workplace. Whilst presenting I would have had to gain the knowledge to present it with confidence. According to Blooms Revised taxonomy Anderson, L. Et al. (2000), I would have to be creative, evaluate, analyse, apply, understand and remember my information teaching for it to work. Therefore, to be creative, I will need to bring in new ideas and a different way of viewing things should help with my planning. I will be able to evaluate and analyse through observation by doing an evaluation form for the students to complete when their training is finished. I will apply theory to practise with the knowledge I have gained and where I found the sources so the students can gain further knowledge themselves by reading and looking at the relevant websites. I will finally put my information on paper and powerpoint to ensure I have prompts to remind me and the handouts would reflect the knowledge with an area for the students to take notes to help them remember the information I have taught. The final part of the day would be the quiz I had prepared to see if they had taken in any of the knowledge I had taught over the previous days. My week would not end when the students left the room for the final day of training; I would then have to assess whether they have met the criteria of a pass or whether they would need to be referred back for further training. This is defined by scoring over 40/50 on the knowledge quiz, which was previously discussed at an executive meeting with the regional training officers at head office. I would also need to add the people who attended training onto the database of attendance to ensure they receive their certificates of attendance, it is also evidence they have attended mandatory training and it would allow them onto the unit to continue with safe practice after gaining knowledge through mandatory training and following the companies Policies and Procedures.

The Price of Freedom in The Childrens Bach and Joan Makes History :: Childrens Bach Essays

The Price of Freedom in The Children's Bach and Joan Makes History  Ã‚        Ã‚  Ã‚   It has been suggested that the "modern woman's quest for emancipation in contemporary Australian literature is shown to have been a failure"2. I believe that this suggestion is invalid. Not because the statement is true or untrue, but because the concept of women's emancipation is so fraught to begin with. To emancipate is "to free from restraint of any kind, especially the inhibitions of tradition"3. While it is obviously true that the emancipation of women from some traditions and restraints would be beneficial, both individually and to the society as a whole, to step completely outside of the bounds of society can be read not only as freedom, but as exclusion. If women achieve exclusion from society is that to be seen as a success or a failure? In my opinion it is not exclusion but equitable integration that is the road to true emancipation for women. However, the idea of integration also brings with it the idea of compromise, and how can a freedom wrought through compromises be seen as either a complete success or total failure? The issue of what constitutes successful emancipation for women has been explored in two contemporary Australian novels: The Children's Bach4 and Joan Makes History. In this essay I will explore the contradictions and confusions discovered through Athena's and Joan's searches for personal freedom, and the mixture of failure and success in the freedom they eventually find when they go 'home'. The Children's Bach "If I hadn't been a feminist I quite probably wouldn't have become a writer"5 says Garner, indicating the importance of feminism in her own quest for self identity and freedom. Her definition of feminism is "a simple matter of being intelligently for women and women's freedom to develop as decent human beings"6. And although she considers marriage "an institution that is not set up with the welfare of women in mind"7, she also recognises a "powerful urge in people ... to marry"8. It stands to reason then, that in her fiction she would explore the possibilities of the tradition of marriage with the view of finding ways it will allow women to develop into "decent human beings". With these attitudes mind, it becomes apparent that there is nothing incongruous in Garner's heroine Athena searching for freedom, and finding a version of it in her own marital home.

Premchand and His Works Essay -- Premchand Biographies Poet Essays

Premchand and His Works May be for the western readers the name "Premchand" may be an alien name. But for the great lovers of the Indian literature, his name comes at the top list. There is hardly anyone who is oblivion about him, who has slight interest in Hindi and Urdu. Right from the childhood, children are fed with the rich and delicious short stories written by him. Not only that, in some homes, parents and grandparents narrate the stories of Premchand in place of lullaby. His popularity reached up to such an optimum point that most of his works were translated in various languages of the world. At present one can read his works in various languages. To begin with, Premchand was a poet, novelist, playwright and storywriter who wrote in Hindi and Urdu. Born on 31st of July 1880 at a village named, "Lamahi" near Benares, that falls in the Indian state Uttar Pradesh. Though he is popularly known as Premchand but his actual name was â€Å"Nawab† or â€Å"Dhanpat†. Premchand was his pseudonym, which he adopted in the year 1910 in order to ward off the wrath of British- India Government, after the government confiscated his work titled, â€Å" Sojay Waton†. He was bound to take pseudonym as he was in the threshold of his career. In one hand, his passion was writing and on other hand he was working as a teacher in government school. Due to his family problems he couldn’t give up the job and due to his passion, he couldn’t resist himself from writing. Finally he found a neutral solution and that was to adopt a pseudonym. His father was an ordinary man. His father was a poorly paid postal employee. Like other children, Premchand’s childhood also passed away playing, which is a blessing of the age of innocen... ...ma O Ham Sawab), Vardaan (Hindi, Jalwa-e-Isar in Urdu), Sevadadan (Hindi, Bazar-e-Hisn in Urdu), Remashrama (Hindi, Gosha-e-Afiyat in Urdu), Pratijnan, Nrimala, Gaban, Rangabhumi, Kayakalpa, Karmabhumi, Godaan and the unfinished Magalsutra. He wrote several memorable short stories like â€Å"Kafan†, many of them brought together in collections, for example, Soze-vatan. Premchand wrote on social issues like child widowhood, prostitution, and exploitation of the peasant by the landlord and on the freedom movement taking place all around him. His solutions were idealistic, but his great contribution lies in posing the question at that point in time, and through the medium of novels and short stories which had till then been restricted to romance. Premchand used literature for the importance purpose of arousing public awareness about national and social issues.

Traco vs Arrow

After a bench trial, the trial court held for Arrow solely under the theory of promissory estoppel and awarded Arrow Judgment against Traco for damages in the amount of $ 75,843. 38, plus attorneys' fees and prejudgment interest. Issue Appellant supplier sought review of a Judgment from the 45th District Court of Bexar County (Texas), awarding appellee subcontractor damages, plus attorneys' fees and prejudgment interest, in an action brought for promissory estoppel and negligence for appellant's failure to supply glass doors at the quoted price.Rule The court affirmed the Judgment of the lower court in favor of appellee subcontractor, finding that promissory estoppel was a viable cause of action in a bid construction case. The court found that the award of damages based on this theory was factually supported by the evidence, and that there was statutory authority for the award of attorneys' fees. The determination of the rate of prejudgment interest also was proper. Analysis Appellan t initially argues that the trial court erred in rendering Judgment for Arrow ecause Traco's bid was revocable and properly withdrawn thirty days after it was made.Appellant primarily relies upon the argument that its sliding doors are goods as defined by the Texas Business and Commerce Code, therefore, S 2. 205 of this code is controlling. Nevertheless, appellant's arguments ignore the appellee's basic contention and legal theory under which this suit was brought. Appellee sought relief under the equitable doctrine of promissory estoppel on the premise that appellant's romises, by way of its oral bid, caused appellee to substantially rely to its detriment.Consequently, appellant's assertion that its subsequent letter confirming this bid somehow invokes the application of the Uniform Commercial Code ignores the fact that the appellee relied to its detriment when it reduced its bid based on a telephone conversation with the appellant, prior to the time appellant's confirmation letter was sent or received. Thus, any subsequent written document is irrelevant to Arrow's cause of action; appellant's first point is rejected.Having resolved that the Uniform Commercial Code does not apply under these facts, we must now resolve whether the equitable theory of promissory estoppel applies to bid construction cases and, if so, whether this doctrine applies under the specific tacts ot this case . While no Texas case has previously applied the theory of promissory estoppel in a bid construction case, other Jurisdictions have consistently applied this doctrine under similar facts, recognizing the necessity for equity in view of the lack of other remedies. Conclusion also was proper.

30 Pivotal Moments in Apples History Essays

30 Pivotal Moments in Apples History Essays 30 Pivotal Moments in Apples History Essay 30 Pivotal Moments in Apples History Essay Are graduates equipped with the right skills in the employability stakes? Joanne Raybould and Victoria Sheedy Joanne Raybould is Graduate Employment and Training Coordinator and Victoria Sheedy is Marketing Assistant, both at Graduate Advantage, Birmingham, UK. Abstract Purpose – To discuss employability and skills requirements for graduates from a graduate recruiter’s point of view. Design/methodology/approach – To look at key graduate recruitment organisations and explain what skills programmes are available to graduates. Also looks at continued development and what employers may be able to do in the future to improve skills? Findings – There are transferable skills that employers like to see in a graduate and these can vary according to type of role; also, in general, graduates are keen to develop their skills further. There are organisations to help graduates improve these employability skills like Graduate Advantage and higher education institutions. Originality/value – Of value to employers looking to recruit graduates, who need to be aware of what types of programmes are available to graduates. It is valuable to graduates, who need to look at their own skills and improve their employability. Keywords Graduates, Skills, Employment Paper type Viewpoint I ? t is something of a cliche for businesses to note the importance of their ‘‘human resource’’, i. e. their people. But, what is expected from this resource? What skills are required, particularly from graduates entering employment? This article explores some of these questions and reports on the action that is being taken in some areas to support business requirements. The skills required The emphasis on skills required by employers varies depending on the type of job role to be carried out within an organisation. However there has been some consensus of opinion on the importance of ‘‘transferable’’ or ‘‘employability’’ skills for employees, particularly for those in management positions. These skills refer to certain personal abilities of an individual, which can be taken from one job role to another, used within any profession and at any stage of their career. According to Graduate Prospects, the trading subsidiary of the charity HECSU, ‘‘Nearly two-thirds (64 per cent) of vacancies on offer are open to graduates from any discipline. This re? cts the fact that employers are looking for vital soft skills in graduates which are obtained during study and periods of work experience, rather than degree-speci? c knowledge. ’’ Peter Knight from the Institute for Educational Technology at the Open University is quoted in the Hobsons Directory 2005 (www. get. hobsons. co. uk), for graduate-level vacancies, discussing skills looked on favourably amongst employers: ‘‘When hiring, employers generally value good evidence of: ability to cope with uncertainty; ability to work under pressure; action-planning skills; communication skills; IT skills; pro? iency in networking and DOI 10. 1108/00197850510609694 VOL. 37 NO. 5 2005, pp. 259-263, Q Emerald Group Publishing Limited, ISSN 0019-7858 j INDUSTRIAL AND COMMERCIAL TRAINING j PAGE 259 team working; readiness to explore and create opportunities; self-con? dence; self-management skills; and willingness to learn’’. Thus for graduates to be attractive to employers it is important that they are able to show evidence of having these skills. Statements from employers’ organisations such as the Confederation of British Industry and the Chartered Institute of Personnel and Development include comments on ‘‘the dif? ulty employers face in recruiting ‘work-ready’ individuals’’. Therefore it is re levant to consider whether graduates do have the opportunity to develop these work related skills What is being done to ensure that graduates are ‘‘work-ready’’? According to the Learning and Teaching Support Network, ‘‘producing employable graduates is becoming more complex and more important. Graduate numbers are expanding faster than the market for traditional graduate jobs; graduates are more diverse in age, social background and motivations, while the labour market which they enter is more complex and volatile. As a result, the government and HEFCE have become more interested in measuring institutions’ success in this ? eld. ’’ ‘‘At the same time, Government’s concern to develop the skills and knowledge base of the economy has led to the creation of a network of agencies with interests in graduate skills, including Regional Development Agencies, Sector Skills Councils and Local Learning and Skills Councils. ’’ In addition initiatives such as Employer Training Pilots have been implemented to stimulate both the supply and demand for skills. The experience of a government-funded organisation involved with learning and development, Graduate Advantage, con? rms the need for focus and collaboration amongst organisations to ensure that graduates are developed appropriately and their input to businesses enhanced. Graduate Advantage as a graduate recruiter has over 25 years combined experience spread across the team, with graduates being recruited for many types of roles, for its graduate employment and training programme. Whilst offering a free recruitment advertising service for West Midlands based businesses it also has a wider remit, which includes graduate development. As a result of a collaboration between the heads of careers services in 11 higher education institutions in the West Midlands, Graduate Advantage recognise that recent graduates may lack the experience and the awareness of the skills required by employers and seeks to improve the situation. To enhance ‘‘employability’’, graduates are directed to their careers service for assistance on areas such as: B B B B completing applications; interview techniques; assessment centres; and personal development. Graduate Advantage offers graduates and ? al year students the opportunity to complete a three-day intensive skills course (GradSkills) to boost their employability. GradSkills comprises workshops, lectures and group activities. As explained by Joanne Raybould, graduate employment and training coordinator at Graduate Advantage. ‘‘The course is an initiative that helps prepare graduates looking for their ? rst major employment role. Over the three days the aim is to improve the graduate’s commercial awareness and to develop their personal transferable skills. In addition the graduates are given valuable advice from employers, on what is expected from a graduate level employee’’. A networking event on day two enables interaction with graduates and employers. In addition, ‘‘The Business Game’’, delivered by Birmingham Future, who aim to develop the leadership potential of Birmingham’s young professionals, enables the graduates to demonstrate their new skills working in teams under the scrutiny of local employers. PAGE 260 INDUSTRIAL AND COMMERCIAL TRAINING VOL. 37 NO. 5 2005 j j Siu Mei Pang, who studied BA Communication, Culture and Media at Coventry University, commented ‘‘I gained a lot of useful information and insight into the business industry. I developed skills which are invaluable to employers. ’’ It is important to allow graduates to see the value of their learning through the eyes of the employers. As James Morrish, publicity and promotions of? cer at Rural Stress Information Network, explains ‘‘Public speaking and presentation skills are important tools in the world of business. I was happy to give up my time to providing guidance on the development of these skills to a very talented group of graduates. ’ Small- and medium-sized businesses in particular welcome initiatives such as GradSkills as it enables them to access graduates who have had development similar to that offered by large company graduate training schemes. Graduates sometimes ? nd that smaller businesses have the opportunity to offer mor e responsibility and a wider range of experiences in the early stages of their career. Rudi Kesic, BA in Law and LLM in International Law at Warwick University, discusses his experiences: ‘‘I always used to think it was the large multinational ? rms in London who offered ‘diversity’ but in my experience the opposite is the case. Working in a smaller ? rm has de? nitely given me the opportunity to make a difference. Anything I do immediately re? ects on the whole team and so my actions have direct impact on the future of the ? rm. ’’ The bene? t of a variety of ongoing development opportunities The importance of ensuring that opportunities to develop continue during employment is noted by The Association of Graduate Recruiters’ chief executive Carl Gilleard who states ‘‘Employers are looking for a reasonable level of skills to be further developed and the potential to develop those skills. ’ (source: The Prospects Directory 2004/5, www. prospects. ac. uk). Graduate Advantage has found that there is no lack of enthusiasm for further learning amongst student and graduates and in response, has placed emphasis upon professional development based around the requirement of graduates, their role within an organisation and the employer needs. As part of the graduate employment and training programme (GET), each graduate undertakes a training-needs analysis in relation to the requirements of the role and the employer. Once completed, a training plan is prepared to assist with continued professional development. Enhancement of skills does not come purely from attending training courses. A mix of learning and development approaches can be bene? cial. For example at Graduate Advantage, some graduates have utilised the traditional method of reading books combined with the technology based ‘‘e-learning’’. Almost all graduates on the GET programme have attended workshop style courses where there is the additional bene? t of networking and sharing good practice. The in-house training delivered at Graduate Advantage is summarised below, the strong emphasis upon practical application has been particularly well received by graduates and employers alike. A summary of the Graduate Advantage workshops is shown in Table I. How do employers identify whether graduates have the appropriate skills? The desire for motivated staff is nothing new; it links to the employer’s notion that they like to recruit people who have chosen to work for them. Recruiters know that in reality most ‘ Graduates are more diverse in age, social background and motivations, while the labour market which they enter is more complex and volatile. ’’ VOL. 37 NO. 5 2005 INDUSTRIAL AND COMMERCIAL TRAINING PAGE 261 j j Table I A summary of the Graduate Advantage workshops Name of course Project management Content What is project management? The purpose of projects Phases and checkpoints Project direction Tracking and control Checkpoint reviews Progress mon itoring and reporting Report writing Risk assessment Cost bene? analysis Task activity management Action planning Gant charts Time thieves Reactive and proactive work Time management model Delegation Tips on altering the way we do things now Effective meetings The functions of management The decision-making manager Organisational structure Organisational culture Links between structure and culture and their effects on business The business environment Understanding the team Team dynamics Group development Team communication Motivation Managing teams Your style Preparation Visual aids Active listening Questions Environment Communication in teams Communication in meetings Communication by telephone Active listening Questioning The agreement staircase The negotiation process Preparation checklist When not to negotiate Who wins? Pitching the ? rst bid Deadlock Qualities of a negotiator Negotiating teams Sources of capital Introduction to accounts What is a cash ? ow forecast? How do bud gets link to cash ? ow? The balance-sheet and its parts Break-even The quality improvement cycle Why do we lose customers? Exceeding customer expectations Prevention is better than cure Solve the problem before it occurs Analysis tools Communication with your customers Customer relationship building Time management Commercial awareness Team-work and team-building Presentation skills Effective communication Negotiation Financial business analysis Customer service PAGE 262 INDUSTRIAL AND COMMERCIAL TRAINING VOL. 37 NO. 5 2005 j j ‘‘ Graduates sometimes ? nd that smaller businesses have the opportunity to offer more responsibility and a wider range of experiences in the early stages of their career. ’’ graduates make more than just one job application, but nevertheless they expect to see reasons why a graduate has chosen them. Through all levels of the selection process, they expect a graduate to demonstrate an understanding of what the business is about and an enthusiasm to be part of it. Competence based questions have become increasingly prevalent over the past 10 years. There is focus upon the all round skills such as team-working, leadership, problem solving as well as technical abilities. The online application forms used on www. graduateadvantage. co. uk have the facility for employers to add their own competency-based questions. Give and example of when you have shown initiatives? Describe a time when you had to work effectively with peoples who’s views differ to your own. How did you management the situation? What about the future? In conclusion it seems that the general consensus from higher education institutions is that the current and future employment market requires graduates to be equipped with a range of skills. Applicants need to be able to demonstrate their core transferable skills in addition to their academic success. Students and graduates need to be willing to develop their personal and professional skills relevant for the world of work to improve their chances of employment success. In addition they need to take advantage of opportunities to develop relevant skills – for example during work experience and part-time employment. However, there is also a responsibility for employers who are demanding the skills. In a market economy, employers are often reluctant to invest in employee development due to perceived uncertainty about the return on this investment of time and money. Some critics are going as far as to say that a training levy system should be introduced, as in France, but such regulation is unlikely to be forthcoming in the UK where employers and government are more committed to a more voluntarist system with limited state intervention and regulation. Thus employers will bene? t from actively looking for available assistance in the area of learning and development, and initiatives such as Graduate Advantage will continue to deliver an integral part of the support needed by West Midlands business. VOL. 37 NO. 5 2005 INDUSTRIAL AND COMMERCIAL TRAINING PAGE 263 j j

A narrativerave of Brave New World by Aldous Huxley essays

A narrativerave of Brave New World by Aldous Huxley essays The novel Brave New World by Aldous Huxley is a narrative of the "new world order" of the future human society. The future, according to the novel, is a "perfect" human society wherein live birth, pregnancy, and human display of emotions are considered taboo, while perfectionism and rationalism devoid of any emotions is the social ideal of an individual. Brave New World contemplates the condition of human society if the conventional becomes unconventional, and vice versa. Take as an example the process of pro-creation among humans. Live birth is no longer the norm, and artificial birth is the preferred method in the society. In the process of artificial conception and birth, people are identified into various groups, wherein groupings are determined according to the individual's intelligence, skills, and talents. People generated from live and artificial births are also categorized: those who were born through artificial means are considered part of the society, while those who were born through live birth are discriminated against. The process of artificial births to produce "quality" humans that have superior skills, talents, and intelligence can be likened to the current method of assembly lines commonly applied by manufacturing companies. The assembly line concept is similar to Huxley's idea of segregation of humans through artificial conception and birth, since both processes (assembly line and artificial births) aim to produce "quality products" by assigning people to control and look over the process every step of the way. However, to compare the processes of conception and birth in Huxley's novel to the concept of assembly line is too simplistic and not applicable at all, since humans are not products that are made' in order to achieve perfection. Humans are created mainly for the purpose of pro- creationthat is, perpetuate human society...

For Word Count, Make Words Count

For Word Count, Make Words Count For Word Count, Make Words Count For Word Count, Make Words Count By Mark Nichol One of life’s great ironies for writers is that they spend their high school and college years padding essays and papers because an instructor requires a minimum word count. In the struggle to reach a 500-word or 1,000-word or 5,000-word lower limit, hurried, harried students facing a looming deadline will burden their assignments with prolix prose. Sometimes a teacher or professor will penalize the writer for indulging in this verbose verbiage, but more often the student will get away with it, or will at worst receive a merely acceptable grade, and this bad habit will be positively reinforced. Then, students foolish enough to decide to become journalists or practice some other form of professional writing may oh, the irony discover that they must develop a diametrically opposite skill: Many newspaper and magazine writers are assigned to turn articles in that adhere to a maximum word count. At first, achieving this goal may seem out of reach, but then they conduct research and interviews and the words start to pile up. Often, before they know it, they’re facing down a 4,000-word draft of a 2,500-word article. At this point, the solution is not simply to slash nominalizations and pursue other strategies to make writing more concise, but to hack away at entire sentences, paragraphs, and sections, paring the piece down to its essentials. Then, when you’re within 100 words or so of your word count, you can further reduce on a phrasal level. But you’re not done yet. After you turn the piece in, your editor may ask you to provide more details or provide another point of view, and more cutting may be in order to accommodate the addition. Later, you may be told that the layout of your article is losing a page, or that the photographer assigned to shoot some pictures to go with it has so many good shots that the designer wants to add another image to the opening spread. Cut, cut, cut. Abridging an article is usually painful for the artist who has assembled it, so count on a family member or a friend to provide some dispassionate direction. Writers often feel that such condensing ruins a piece, but the truth is that readers are unlikely to feel that anything is missing. If it’s any consolation, if you retain republication rights, you might be able to sell a more extension version to another publication, or you can post the entire article to your own Web site. (You might even request that the editor run the full article, rather than the version published in the print publication, on the publication’s site.) You can always ask your editor to make more room for your story, but the decision is up to them (or may be out of their hands even though they would prefer to do so), and it’s unwise to push your argument farther than one polite request. A writer who turns in lean copy and will graciously render it even leaner on request is a writer who receives additional assignments or gets calls or emails about subsequent pitches returned. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Passed vs Past20 Pairs of One-Word and Two-Word FormsJanuary 1 Doesn't Need an "st"

Abdellahs theory of Practice Model of Nursing Research Paper

Abdellahs theory of Practice Model of Nursing - Research Paper Example Among the gains of nursing theories in the practice, include that they aim to describe, explain and predict a phenomenon of nursing (Meleis, 2011). Thus, through such theory, it is easy for the nurses to identify the cause of suffering of the patient, and relate accordingly in explaining or predicting the condition the patient is suffering. Therefore, this aspect of nursing theory helps in simplifying the work of the nurses and reducing repetitive work within the practice. Thus, it speeds operations within the working of the nurses who practice application of the theories of nursing (Meleis, 2011).   Secondly, nursing theories provide the foundations; they help in generating further knowledge and indicating the direction of developing nursing in the future, within the nursing practice. Therefore, in view of this, the nursing theories facilitate the learning process of nurses even at work as it helps them decide what they know and do not know. Thus, the nursing theories direct and d etermine the future practice of nursing and facilitate increment of knowledge in the practice, enhancing the quality of service delivery in the practice (Meleis, 2011). Moreover, nursing practice explicitly describes nursing, thus, helping to distinguish the basis of the practice. This constitutes benefits such as enhancing the professional status of the nurses, facilitating better patient care, improving the communication between nurses to nurses and nurses and patients. In addition, it facilitates guidance for further research and education.

Immigration Reform Essay Example | Topics and Well Written Essays - 2000 words

Immigration Reform - Essay Example For instance, the statement made by President Barrack Obama gave a clear indication that immigration reforms was a weighty issues that required adequate deliberation for the sake of the U.S. global competitiveness. The US government has noted that Mexico border has acted as an entry point of illegal immigrants in the United (Grossmann 193). In my opinion, immigration reform would change the face of United States labor market. Immigration reform debate seeks to identify amicable methods of solving immigration problems in the United States. Immigrants willing to come into America for whatever reasons should seek a Visa. This is the requirement provided by the immigration laws of the United States of America. Notably, many immigrants that come to United States seek this process. However, after stepping into the United States, some fail to show up to the authority after the expiry of their visas. The second category of immigrants that United States house, are immigrants who illegally cross the border of Mexico. The third category of immigrants is those who have followed legal channel to get into the United States, and are in the United States legally. These categories make immigration reform a complex issue, which requires policies which argue on a broad spectrum. Arguably, solution to the immigration problem lies on proper policies that aim at bettering the current immigration situation (Coates 40). Social contract perspective argues in favor of the role of the government and the relationship that exists between the government and its subject (Stacy 123). The role of government in instituting policies that guide immigration reforms is quite elaborate in this perspective. In representative governance, a body that governs a particular segment of the society must take charge as per the mandate bestowed upon it. In this case, the body charged with the reform agenda has to weigh the gravity of the issue and recommend or execute

ACKNOWLEDGEMENTS & ABSTRACT Essay Example | Topics and Well Written Essays - 500 words

ACKNOWLEDGEMENTS & ABSTRACT - Essay Example Lastly, I am deeply grateful to my brother, who patiently assisted me and helped me succeed in completing this project. The cost of non-renewable energy is increasingly rapidly over time. In addition to increasing costs, non-renewable energy sources are also damaging to the environment and risk depleting precious resources. It appears that batteries may be a good alternative providing that their source is renewable. In addition, batteries can be used as a power source in areas where traditional power sources are not accessible. In many isolated areas of the countryside, lead-acid batteries have become a popular and dependable source of energy for many people due to the lack of efficient power grids used in urban areas. Lead-acid batteries are often used as secondary power sources, although some people, particularly in rural areas, use them as the main source of power. Due to this need for more accessible, dependable power sources in rural areas, I am developing an affordable, multipurpose lead-acid battery charger. This battery charger is being designed with the specific needs of people in isolated r ural areas in mind and to be used particularly in outdoor situations. This lead-acid battery charger circuit design is ideal for 6-12v batteries and will be able to charge lead-acid batteries during the sunlight hours by utilizing solar power, a renewable power source. This circuit battery charger will utilize a regulator and a comparator to control the power that travels between the solar cell panel and the battery unit, which promotes efficient charging. In whole-battery operations, the circuit battery charger will charge the battery to full capacity while at the same time limiting over-charging and increasing battery life. The second unit informs the user of the charging status of the battery, and consists of four LEDs. Simulation of

Identify the artifacts produced on the images during CT scans Essay

Identify the artifacts produced on the images during CT scans. Describe the - Essay Example Several strategies have been developed to prevent artifacts. In this article, different artifacts in CT imaging and various techniques to prevent then will be elaborated. Different researchers have classified artifacts in different manner. While some experts have classified artifacts based on appearance, like ring artifacts, shading artifacts and streak artifacts (Goldman, 2007, 222), others have classified them based on the causes (Yazdi and Beaulieu, 2008, 135). In this articles, classification by Yazdi and Beaulieu (2008, 135) will be used. Patient-based artifacts occur because of some attributes in the body of the patients. The most common patient-based artifacts are metallic artifacts. These artifacts occur due to presence of irremovable metals in the body of the patient like hip prosthesis, dental filling, fracture fixation rods, cardiac prosthesis, chemotherapy ports and surgical clips. Metallic artifacts appear like streaks on images. They occur because of improper and inaccurate correction of beam hardening within the back projection that is filtered. As such, metals absorb photons heavily and cause overestimation of activity in the metallic region. This is the reason why patients are asked to remove all metallic objects in their body prior to entering the scan room. Several techniques have been developed to prevent on minimize metallic artifacts in CT images (Yazdi and Beaulieu, 2008, 136). One such strategy is to disregard data related to projections from metal objects and reconstruct image only based on projec tion data from non-corrupted regions. However, this method is very costly for regular scans and convergence problems occur frequently. Another strategy is to reconstruct images by manually identifying the missing projections and replacing them with non-missing projections of the surrounding areas. This method is known as projection-interpolation method. Other strategies to

Religious views on abortion Essay Example | Topics and Well Written Essays - 1500 words

Religious views on abortion - Essay Example There are differing opinions about the issue among various denominations and religions. A survey done by the Pew Forum on Religion and Public life has shown the statistics behind these differing opinions. In the debate concerning legalizing abortion, the general consensus among most religions is that there should be a restriction on abortion. It was found that 68% of evangelical Protestants think that abortion should not be allowed. It was also found that only about 43% of Catholics believe that abortion should be illegal. (Geoffrey, 1996) Generally speaking Buddhists strongly believe that abortion is immoral and incorrect. This is because their religion is founded on the sanctity and respect for life. There must be a respect for their five ethical guidelines. One of them discourages the destruction of life. The religion believes that there should be a high regard of all beings that have life in them. There is a non violence belief that must not be violated by all Buddhists. The other main reason why abortion is strongly opposed in Buddhism is due to a special ceremony performed by its adherents. It is called Mizuko Kuyo. This ceremony is a service designed for victims of abortions, miscarriages and stillbirths. Here, parents of the dead visit a shrine and perform this ceremony with the main intention of gaining reassurance, appeasing the spirit of the dead fetus and to grief for their dead. This ceremony is usually conducted in a specific way. The ceremony was started about thirty years ago when unavoidable circumstances forced individuals to perform abortions. It was founded on the belief that those souls who died in the process of abortion would cause retribution after the mistreatment they faced from their parents. (James, 1998) It should however be noted that there are special circumstances when it can be considered okay for mothers to abort. This was stated by one of their well known leaders; Tenzin Gyatso. This leader believes that if the fetus will grow up to be mentally retarded and if there is a danger of the parent's death during child birth, then it can be considered permissible for an abortion to occur. Just like any other religion, all Buddhists do not share the same view on this controversial topic. There are conservatives and liberalists. Those who are more tolerant believe that abortions can be done only under special circumstances. But majorities do not support it at all. (James, 1998) Hinduism and abortion The Hindu religion has a no-tolerance view on abortion. This is because they adhere to the belief that life begins at inception. They classify abortion as a sin; it is a form of murder and causes souls of the unborn to be hindered from normal progress in the journey of life. This concept was emphasized by one of their gods called Chiranjeevin. This god performed an abortion and was cursed by another god Krishna to suffer eternally. (James, 1999) Because to every rule there is an exception, there is a low level of tolerance fro the practice. This is due to the fact that there is a general preference for male children in the Hindu culture. Consequently, mothers who find out that they are

Identify the artifacts produced on the images during CT scans Essay

Identify the artifacts produced on the images during CT scans. Describe the - Essay Example Several strategies have been developed to prevent artifacts. In this article, different artifacts in CT imaging and various techniques to prevent then will be elaborated. Different researchers have classified artifacts in different manner. While some experts have classified artifacts based on appearance, like ring artifacts, shading artifacts and streak artifacts (Goldman, 2007, 222), others have classified them based on the causes (Yazdi and Beaulieu, 2008, 135). In this articles, classification by Yazdi and Beaulieu (2008, 135) will be used. Patient-based artifacts occur because of some attributes in the body of the patients. The most common patient-based artifacts are metallic artifacts. These artifacts occur due to presence of irremovable metals in the body of the patient like hip prosthesis, dental filling, fracture fixation rods, cardiac prosthesis, chemotherapy ports and surgical clips. Metallic artifacts appear like streaks on images. They occur because of improper and inaccurate correction of beam hardening within the back projection that is filtered. As such, metals absorb photons heavily and cause overestimation of activity in the metallic region. This is the reason why patients are asked to remove all metallic objects in their body prior to entering the scan room. Several techniques have been developed to prevent on minimize metallic artifacts in CT images (Yazdi and Beaulieu, 2008, 136). One such strategy is to disregard data related to projections from metal objects and reconstruct image only based on projec tion data from non-corrupted regions. However, this method is very costly for regular scans and convergence problems occur frequently. Another strategy is to reconstruct images by manually identifying the missing projections and replacing them with non-missing projections of the surrounding areas. This method is known as projection-interpolation method. Other strategies to

Worldwide trade.The advantages and disadvantages of free trade and the Research Paper

Worldwide trade.The advantages and disadvantages of free trade and the relative comparisons to fair trade - Research Paper Example Free trade is an economic concept in which trade between nations is opened up so that regulatory issues are minimized and equal opportunities for imports and exports can be experienced. The concept of free trade is dependent upon the idea that fairness will be established for those involved. However, there is a difference between free and fair, corporations finding ways to best exploit the lack of regulation in order to achieve the highest level of profit from the exploitation of resources. Free trade opens up the borders so that the movement of goods can flow back and forth so that maximum growth of a nations industry can be achieved. Free trade is established with the idea that fair competition exists, a mythological economic model in which all parties act in the best interests of all the stakeholders. However, free trade does have genuine benefits in creating an increase in industry in nations that are struggling to establish growth. When trade exists in a state where resources ar e more well utilized and allocated for the exchange on a global level, a healthier overall economy can be achieved. There are controversies, however, that come from the realities of free trade. People in the United States who are not in support of free trade fear it because they believe it represents losses in jobs and in industry through competition with nations who do not hold the same wage and environmental standards that are expected within the U.S. Defining Free Trade Free trade exists when respective governments allow trade across borders with very limited governmental interference. In a mutually beneficial agreement, the traders will find that they have comparative advantage and will achieve gains from the trade that have benefit for both parties. Supply and demand are the barometers from which the measurements of the amount of trade is divined. Free trade is a reflection of a global economy, each of the regions of the world benefiting from open borders where the exports and imports create better pricing. While this is the hope of free trade, this is not always the result. According to Irwin (2009), â€Å"Growing world trade has helped lift standards of living around the world, and yet today†¦free trade does not win many popularity contests† (p. 1). Free trade creates fears and insecurities about the availability of jobs and the sale of goods. When Japan rose in prominence as a dominating force in manufacturing during the 1980’s, there was a fear that the competition would wipe out a consecutive stream of businesses within the United States. Japan was competing successfully in the sale of everything from automobiles to super computers, diminishing the power that the United States had gained over innovation and industry in the previous decades. In the 21st century, that worry has been shifted to India and China. India is dealing in labor as industry is taking white collar jobs into that country due to the lower wages while China is exc elling at manufacturing, creating product that is far cheaper than can be created in the United States. One of the primary agreements that frames free trade in association with the United States is NAFTA, the North American Free Trade Agreement. This agreement allows for free trade among Mexico, Canada, and the United States. The fears that were most associated with the agreement when it was signed in 1993 was that jobs would flow south into Mexico. However, the advantage to NAFTA was in abolishing the high tariffs that Mexico had imposed on exports, while the low import tariffs that the United States had maintained were insignificant (Irwin 2). This allowed for products to be exported from the United States into Mexico and increase trade flow southward. NAFTA According to Hufbauer and Schott (2005), NAFTA has been a tremendous success, trade

Social class Essay Example for Free

Social class Essay Social class indeed does make a distinction in the lives and future lives of American children. In his works, Lareau draws on a comprehensive and carefully observations of white and black middle-class and working and poor families offering a dramatic portrait of childhood in the modern world. The social class that a child finds him/her in decides whether he/she will achieve the desirable American vision. Parenting and childhood differ with social class; a social class discrepancy influences the speed and rhythm of daily life. The social class in which the parent belongs to impact significantly on the way the parent will bring up his/her children. Social class creates a unique parenting style. Parents differ by class in the way they describe their own task in their children’s lives as well as how they understand the environment of upbringing. The middle class parents tend to conform to a cultural logic of childbearing which we call concerted cultivation. They attempt to promote their children’s talents by use of planned free time activities and general reasoning. They also support their children to get involved in various age-specific planned activities that govern family life and generate huge labor, especially for mothers. The parents portray these activities as a way of conveying essential life skills to their children (Lareau 20). Middle class parents lay emphasis on the use of language and development of reasoning and use of conversation as they favored form of discipline. Middle class parents discuss with their children at length seeking their opinions and encouraging their ideas. Their strategy involves direct expenses like the cost of buying equipment for plating with their children and indirect expenses for example the expenses involved in taking off leave to spend with their children. They get involved in sports, music and educational activities. This kind of nurturing creates diversity of experiences for children and generates an anxious pace for parents, leads to individualism amidst the family and emphasizes on children’s performance. Working class and poor parents engage in a cultural logic of achievement of natural growth, providing the conditions under which children can develop while leaving the children free to select the kind of activities to engage in during their free time. The childrearing approaches for employed class and unemployed emphasize on the importance of natural growth. These parents believe their children will grow and succeed provided they are given food, love and safety. They do not center on building up their children’s particular talents (Lareau 32). Working parents make use orders rather than logic. There is no much talking in lives of employed parents. Parents to children discussion in working class is so minimal.. Parents tend to use stiff commands and expect quick positive answers. Children who disobey parent’s orders expect to be punished. Working parents are inclined to issue more orders to their children and put more stress on physical discipline as compared to middle class parents. Working–class children engage in few planned play activities as compared to children whose parents are in the middle class. Working parents do not monitor their children’s free time and activities; they only intervene in specific areas such as dressing, meal times and chores They also have more free time and hence more profound and stronger ties with their extended families (Hart and Todd 19). On the other side children in middle class have weaker social ties due to the fact that they get engaged in adult-organized activities. The busy and strict children’s schedules found among middle class families make it hard to arrange and attend regular extended family get together. Their parents also tend to form weak rather than strong ties by having social networks that include professionals only. Working parents not likely to include professionals in their social networks but are more likely to speak with their kin on a daily routine than their friend. Their children interact with different age groups which include their cousins and children in their neighborhood. Despites differences in values between the two classes, there are disparities amongst parents and children behavior. A difference in cultural logic gives parents and their children differential resources in their interactions with professionals and other adults away from home. Working parents are more skeptical to professionals such as doctors and teachers than middle class guardians. They also display fear of the powerful individuals in the society as opposed to their counterpart. Middle class parents are better armed to exercise power over other teanagers compared to working parents (Lareau 41). Working class parents teach their children to keep themselves away from those occupying high places in the society, to be distrustful of institutions and to some extend to oppose official authority. These make the children to absorb the adult’s feeling of subjection in their society relationships (Hochschild 17). The middle class children enjoy fortunate lives; they live in large houses, some have swimming pool, most children have their own bedrooms with some with computers and varied kinds of toys. They also tend to enjoy their holidays as they flew out of the country in airplanes and travel by sports car one or two hours from home to participate in their activities (Hofferth and John 33). The employed class children display a sense of restraint in their relations with powerful figures in society. They are not likely to try to tailor interactions to favor their own choices. They blindly conform to accept actions of persons in authority. Employed parents appear not to be aware of their children’s school circumstances for example when they children are not doing assignments. They believe that the academic issues should be handled only by the teachers. Due to fear of intimidation by authority figures, they fear teaching their children the wrong things. They perceive school and home as separate worlds. They also dismiss school rules as irrational. Middle-class working parents consider themselves equal or at times superior to their children teachers. They walk in and out of classrooms comfortably as though they have the right and freely ask for their children to be included in certain school programs and more specifically try to modify the school experience to favor their children. The fact that school use specific linguistic structure, authority models and form of syllabus which the children from middle/upper children are familiar with gives them a ‘home advantage’. School official themselves acknowledge the use of concerted cultivation being members of the middle-class themselves; they believe that concerted cultivation is the right way to bring up children. Lareau never praise one parenting style as opposed to the other. Both taking care of children have their own demerits and merits. For example, Middle class children are only taught the rules superseding relations with official figures but are not taught on important social skills such as planning their free time hours during weekends or holidays or even on how to associate with adults in a subordinate manner. Middle class children have also learned from their parents to make things work in their own advantage at the expense of others. For example, they make special request to teachers to change time-tables to house their desires (Lareau 47). Each strategy of childrearing makes sense in its own setting. All these disparities in parenting style have some long term consequences. It has been observed that the approaches utilized by parents and children are not uniformly successful across classes. However, our society emphasizes on the importance of skills learned from the concerted cultivation than those learned through the achievement of natural growth. When working-class children move from childhood to adulthood, they find that the ability to be organized and to be eloquent are appreciated more than the skills to operate outside formal organization, placing them at a lesser competitive advantage. Parent’s economic resources play a major role in determining the kind of parenting style the parent adapts. Middle-class parents are advantaged to have access to resources as opposed to their counterparts. For example the middle class parents sees the enrollment fees charged in school as small while for the working class it is really expensive. Middle class parents are able to pay for expensive clothes for their children, buy them equipment to play with, pay for their hotel accommodations when far from home during vacations, afford to buy them fast food and summer camps. Middle-class parents have dependable private means of transportation and flexible working schedules which enable them to spend more time with their children. Educational resources also play an important role in parenting styles. Middle class high level of education gave them an upper hand when it comes to facilitating concerted cultivation and especially in institutional involvement. This also bestow in them assurance of criticizing educational professionals and prevailing in school issues. Where as employed parents view teachers as their social superiors. Works Cited Hart, B. and Todd, R.Significant Disparities in the Daily Practices of Young Children. Baltimore: Paul H. Brookes, 1996. Hochschild, J. Looking Into the American Reality: Race, Class and the Spirit of the Country. Princeton: Princeton University Press, 1995. Hofferth, S. and John, S. â€Å"How American Family Use Their Free Time†. Journal of Marriage and the Family Relations 63(4), 2001. 295-308 Lareau, Annette. Invisible Disparity: Social Class and Child nurturing in Black Families and White Families. American Sociological Evaluation, 67(2002): 747-776. Lareau, Annette. Unequal Upbringing: Class, Race, and Family Life. Berkeley: California Press, 2003.

France In The Franco Prussian War

France In The Franco Prussian War Three wars determined the fate of Germany, the first one early in 1864 with Denmark, then in 1866 Austria, the final one, France. The last one, Franco-Prussian War in 1870-71 directly led to the founding of Germany after French defeat. The Prussian victory was due much to the isolation of France. A.J.P Taylor commented that à ¢Ã¢â€š ¬Ã‚ ¦France was isolated in 1870 as Austria had been in 1866, and actually, these two isolation was the arts of Bismarcks foreign policies. There is no doubt that the favourable international circumstances benefited Bismarcks foreign policies, but like what Taylor had commented that it is inadequate to explain Bismarcks success solely by the mistakes of his opponents, acknowledging his contribution to the isolation of France in the Franco-Prussian War. This essay thus includes the architects of the Iron Chancellor to isolate France before this war. After the defeat of Austria in Seven Weeks War, the Franco-Prussian rivalries were more apparent. While Napoleon III was suspicious of Prussia due to her growing influence in Central Europe, he called for reward for French neutrality in the Austro-Prussian War. Bismarck, however, cleverly utilized his ambition to isolate France. To do so, Bismarck was intended to keep British isolation of France. After Prussian victory in the Austro-Prussian war in 1866, Napoleon III of France looked for the purchase of Luxemburg as compensation for neutrality in the war. French diplomat Vincent Benedetti even proposed a draft treaty of Franco-Prussian alliance to Bismarck, which was called the Benedetti treaty, proposing French annexation of Belgium. He later used them as a means to discredit France before the Franco-Prussian War by disclosing this treaty in The Times on July 25, together with the conspiracy of Napoleon III towards Belgium. This move was to arouse the discontent of British and to ensure her isolation on France. It is true that Britain was always suspicious of France right from the start of the 19th century owing to the Napoleonic Era and her strong nationalism, but this is not enough to explain British neutrality. It is Bismarck who utilized British fear to isolate France. British practical concern was Belgium. The Treaty of London in 1839 Britain guaranteed Belgian neutrality. During the Belgian Independence War(1830-9), British had resisted French intervention, since she had to prevent the spread of French influence there. Bismarck was wise to publicize the ambition of France in this region to gain British neutrality in times of war against France. This showed Bismarcks manipulation of international circumstances in foreign policies. The Iron Chancellor, on the other hand, tried his best to keep Russia neutral in the war to isolate France. He tried to get Russian goodwill first by offering the help for the chase of those Polish rebels, though it was rejected by Tsar Alexander II. Bismarcks later foreign policies finally succeed, especially during the period 1866 and 1870, when the Near East Crisis revived. Bismarck did not get involved in it, but he looked to peaceful ways to solve this. For instance, in 1869, Bismarck called a conference in Paris to solve the Cretan Crisis by acting as an honest broker. Actually, the relationship between Russia and Prussia was going on the right track. The Russo-Prussian Agreement was issued by Tsar Alexander II to station 100000 troops on the Austrian frontier to keep Austria in check. This showed that Bismarck in fact won the goodwill of Russia at that time, and it is not surprising Russia would stay neutral in the Franco-Prussian War in 1870. Of course, Bismarcks foreign poli cy was only one of the reasons contributing to the Russian neutrality. In fact, Russian military weaknesses led to her neutralization. She just lacked military power in Galicia to mobilize, let alone intervention. However, one cannot deny the effectiveness of Bismarcks foreign policies, which won the goodwill of Russia, avoiding her intervention in the Franco-Prussian War in 1870-71. Bismarck was well-aware of the Austrian foreign policy. Prussia had just defeated the Austrian in 1866 in the Seven Weeks War. However, Bismarck knew clearly that Austria was crucial to German unification due to the fact that he did not want a Greater Germany, but a Little Germany to ensure Prussian domination in Germany. Bismarck cared much about Austrian neutrality in case of a Franco-Prussian conflict. Actually, he was trying to recover the relation between Austria and Prussia after handing the former a lost in the war in 1866. He forced William I to treat Austria leniently by a threat of suicide. At last, this previous dominant power in the Central Europe lost only Venetia, Holstein and the presidency in the German Confederation according to the Treaty of Prague. She was still remained a power in the Central Europe. However, the above policies by Bismarck did not result in the neutrality. Actually, Austrian intention to take revenge on Prussia was not diminishing until 1870(Struggle for Mastery in Europeà ¢Ã¢â€š ¬Ã‚ ¦.. p169), which could be seen in the attempt to seek a Triple Alliance between Italy and France in 1868. Notwithstanding, Bismarcks policy to deliberately weakened Austria by stimulating the Hungarian revolt against the Hapsburg Empire during the Austro-Prussian War was the reason for Austrian neutrality. The dual monarchy, Austria-Hungary, was an indirect cause of Bismarcks plot. This led to internal instability in Austria because the newly-founded monarchy had too much to settle, for example the multi-racial sentiment like the demand for equal national rights by the Czechs in Bohemia since 1868, and the compromise with the Magyars, that is, Hungary, on the organization of the government. Austria-Hungary after 1866 defeat faced a chaotic situation, with complicated internal affair s remained unsettled. She was not ready for intervention. She was afraid of repeating Custoza rather than revenging Sadova. In this case, credits should be given to Bismarcks foreign policies, making Austria weak politically and militarily, resulting in her neutrality in Franco-Prussian War in 1870. Uniting with the Southern Germany was a highly serious matter considered by Bismarck. The Prussian Minster-President after the Austro-Prussian War in 1866 faced a difficult task in unifying these Southern German states. Nationalism among these four southern states, Baden, Bavaria, Hesse-Darmstabt and Wurttemberg, were not strong enough to unite with the North German Confederation. Though Bismarck had tried several times to unite with the Southern Germany, these were not successful. The most important one is the setting up of a Zollparlament after 1867, including all the delegates from all German states, regardless of Northern or Southern one. Most deputies from those Southern German states were only inclined to discussions of commercial problems, not political one. On the other hand, the four southern states were hostile to Prussia, and they were different from Prussia in terms of their religion. Prussia was a Protestant state, while others Catholics. Adding to it, there was a danger of these four southern states falling into the hands of Bismarck also due to the demand of Napoleon to get all territories of the left bank of the Rhine. Bismarck was in a headache not only in getting the unification with Southern German states, but to keep them in Prussian side. However, Bismarck turned impossible to miracle. He, intentionally quarreled with France, used her to generate a great force of nationalist emotion and, through inviting foreign French intervention to unite the North and Southern Germany. He wisely exposed the ambition of France in the discussions with the Southern German states to frighten them. This was effective. Secret military alliances were signed between Prussia and the four Southern German states respectively in August 1866. These were crucial, not only did these facilitate the development of close personal contacts with Prussians, but also in 1870, when the Franco-Prussian war was imminent, the Southern Germany took up their arms to help Prussia in the war. In this case, Bismarcks foreign policy manipulated the certain circumstances in the isolation of France before Franco-Prussian War in 1870. Italy, the most ineffective sixth power in Europe, however, was still a concern for Bismarck. He, before the Austro-Prussian War, signed an alliance with the Italians, promising to win her Venetia if she cooperated with Prussia against Austria in the war. At last, though it was France forcing Austria to cede Venetia after the Battle of Sadova in 1866, it was Bismarcks Treaty of Prague confirmed it. This foreign policy by Bismarck was part of the reason leading to the neutrality of Italy in the Franco-Prussian War in 1870. But it is arguable whether the neutrality was all of Bismarcks work. Truly, it is the long-time hostility of Italy towards France that caused this neutrality. Actually, France, since 1849, had troops in Rome, and the Italians would not co-operate until France had withdrawn her garrison there. (Bismarck and Germany 1862-1890 p.?) Therefore, those circumstances favoured push Italy away from France, even though an alliance with Austria and France was offered, she found it pointless to cooperate with France. Therefore, Italian neutrality in the Franco-Prussian War in 1870 was not only due to Bismarcks foreign policies, but also the favourable circumstances internationally. But Bismarcks work should not be regarded useless, but crucial since Bismarck as least tried his best to win Italian friendship. This was a smart decision. Italy strove to complete her unification. Prussian help in ensuring the return of Venetia won much Italian appreciation. Italy, thankful to Prussia, would not easily take action to stop her in the Franco-Prussian War. So, Bismarcks foreign policy was valuable in the isolation of France. To say Bismarck created circumstances is simply a joke. One can say Bismarck as an opportunist, as he made use certain international circumstances to isolate France. In a period when all the powers in Europe longed only for achieving their own needs, Bismarck was still able to play out his tactics in it. The Austrian neutrality was his playing, the Russian was, and even the Italian was. However, we cannot deny the fact that Bismarck was an architect, planning for the alliance with the Southern German states, for the Ems Telegram. Bismarck was a diplomatic genius. His cruel blood and iron policy earned him, and William I, an entire new and Prussian-led German Empire.

Essay --

It is not a big secret that America’s quality of education is sub-par. According the article, â€Å"US 17th In Global Education Ranking; Finland, South Korea Claim Top Spots† by Amrutha Gayathri, it’s obvious from the title alone that the United States is falling behind. Without change, the United States will continue to be behind in education. An issue that currently plagues the American education system is gender bias. Gender bias in schools has been addressed in laws, but it still persists in American schools, such as Title IX of the Education Amendments of 1972 and the U.S. code Title 42, Chapter 21 regarding Civil Rights. Both laws attempt to discourage gender bias through the illegality of gender discrimination. Title IX addresses bias in federally funded educational and athletic programs in schools and colleges within the United States. Title 42, Chapter 21 of the U.S. Code prohibits discrimination based on gender, age, race, religion, and other characteri stics within a number of settings, including education. Despite these laws, gender bias is still prevalent within American schools. A proposed solution to gender bias is gender segregated classrooms, which has proven to be a popular alternative to co-ed classrooms. Leonard Sax, author of â€Å"Six Degrees of Separation: What Teachers Need to Know about the Emerging Science of Sex Differences,† is a leading proponent of single-sex schools. Single-sex schools are not without critics though. Jaclyn Zubrzycki’s article, â€Å"Single-Gender Schools Scrutinized,† claims that single-sex environments â€Å"are not inherently beneficial for boys or most girls.† When considering both Zubrycki’s and Sax’s findings, it would seem that the ideal solution to liberate the American education system of gender... ... teachers to believe that boys are more intelligent than girls. Scantlebury found that teachers who do believe boys are more proficient than girls in mathematics, are more likely to reframe and breakdown questions â€Å"into a series of simpler questions† in an effort to assist the student to attain the answer. No such luxury is given to females in math classes. Teachers are more likely to restate the question and ask another student to answer; typically the student teachers selected to answer the question was a boy (Scantlebury). It’s clear that in classes which are perceived to be male oriented, teachers are willing to work more in-depth with males. Interestingly, Scantlebury found the opposite to be true in â€Å"subjects perceived as feminine.† Teachers spend more time with female students than with male students in subjects that the teachers believe are female oriented.

Undoing Stereotypes in the Movie, Dances With Wolves Essay examples --

Undoing Stereotypes in the Movie, Dances With Wolves Hollywood has helped create and perpetuate many different stereotypical images of the different races in the world. Those stereotypes still continue to affect the way we think about each other today and many of those stereotypes have been proven to be historically inaccurate. The movie Dances With Wolves, directed by actor Kevin Costner, does an excellent job in attempting to promote a greater acceptance, understanding, and sympathy towards Native American culture, instead of supporting the typical stereotype of Native Americans being nothing but brutal, blood thirsty savages. The film Dances With Wolves focuses mainly on one man named Jon Dunbar and his growing relationship with the Lakota Sioux Indian tribe. The Lakota Sioux Indian tribe migrated in the 1700's to different areas in South Dakota. For over one hundred and sixty years, the Lakota tribe held a massive piece of land in the plains to support their numerous herds of bison, which they also hunted in order to survive. They lived in the typical teepees and were exceptional horsemen, hunters, and warriors. They culture contained no written language and their heritage was trusted upon storytellers and drawings made on the bison hides. One bison hide could represent over fifty years of Lakota history. The film, Dances With Wolves, was very cleverly written in my opinion. For most of the introduction, before John Dunbar begins to get friendly with the Sioux Indians, you are given an emotional expression of hatred and dislike towards the Native American Indians as they are slowly introduced into the script. There were a few scenes of brutality and savagery that triggered these emotions. For example, there was a... ...ed along with many soldiers of the U.S. 7th cavalry at Wounded Knee, South Dakota, on December 29, 1890. As the years went on, many of the Indian tribes began to die away due to the lack of food, and the harsh winter conditions. I believe that Dances With Wolves did an excellent job of undoing the stereotypes that have been given to the Indians. Through this movie we realize that they did what they had to do in order to survive and provide for their family. They did what any other person would have done if they were put into the same situations. This movie did help us to understand, accept, and sympathize with the Indians. I hope that we as a people truly learn to observe a culture or a race before they actually start to criticize or stamp stereotypes on them. Works Cited: www.cabrillo.com.cc.ca.us www.wsws.org/arts/1998/jun1998/afi-j18.shtml      

Essay on “The Hills Have White Elephants” Essay

The hills of white elephants have brought along many problems for Jib. The thought of having a child is a hard topic to think about, especially, but even more so when isn’t planned. There will be arguments and issues with any ordinary couple, but these two try to figure out a way besides fighting. Love is always a difficult subject to explore but talking about it is only half the problem. Things can get so messed up, lost in the translation when you’re trying to explain yourself, that it can even makes things worse when you drag it out. To talk is to compare to compare is to solve, and thinking about all the issues these two have to work out is mind boggling. But for Jig and the man and for their relationship to work, it’s necessary for them to figure it out. It seems if Jig is a foreigner, someone the American (pg. 475) man may have met while traveling in Europe that he’s become very attached to. Lying can it be good or can it be bad, depending on the peo ple that this speaks to, it could go either way. Maybe she decides to lie to Jib, maybe that was her plan all along just to get Jib to speak his mind. You never know what anyone is thinking; maybe she loves him so much she’ll lie about anything just to keep Jib around. Lies can take you to far places, from experience I know, but when things go bad and suddenly turn south it’s hard to dig yourself out. Usually the damage has been done and there’s no way to fix the hole in the boat. Coming from Jib’s perspective when the man offered the abortion as an idea or way out of the situation, it seemed it was his plan maybe to trick her into getting one all along. He says â€Å"he knows plenty of people who have had one.† (pg. 476 ) Then he shows his affection by saying he wants what’s best for her, but then says, â€Å"I’m perfectly willing to go through with it if it means anything to you.† (pg. 477). Like as if to say it in a way to put the pressure of the situation or the outcome of their relationship on her, by the decision she makes, but because he keeps talking it kind of unravels on him. In his mind, the man appears to want to keep things the way they were, before there was this baby. He wants to continue traveling the world and partying around. What comes out from the conversation is the man’s true selfish ways. You can tell Jib is also fishing for reassurance of the man’s love for her. Jib says, â€Å"And if I do it you’ll be happy and things will be like they were and you’ll love me?† (pg. 477) As if to say Jib is questioning how the man feels about  her now in this situation. Yet he says â€Å"I love you now. You know I love you.† (pg. 477) But you can tell that Jib really doesn’t believe he loves her the way that he did before, because the situation has caused drama in their relationship. To me, the white elephants in the room were Jib and the unborn baby; the hills are kind of the whole situation they’re dealing with as a couple. But because Jib continues to drink alcohol, fully knowing she’s pregnant leads me to believe she knew all along that she was going to go ahead with the operation. This conversation was her way of finding out how the man really felt about her and their relationship. A baby is supposed to be the combination of two people and the love they have for each other, it’s a natural thing you’d want and desire if you really love someone. She doesn’t want to have the operation at first, or so she says, but the man plays a mind game on her and confuses her into agreeing with the operation, but Jib was playing may have been playing her own game as well. This isn’t really a form of love coming from either side; it’s a form of deception. He practically baits Jib by the way he says things to her when she says, â€Å"And we could have all this, â€Å"And we could have everything and every day we make it more impossible.† (pg. 477) But the man is very negative in saying â€Å"No we can’t.† (Pg. 477) numerous times. Jib is trying to be positive, make light of the situation, but the man is full of negativity. True love comes from the mind and heart, is sacrificial, in that you’d do almost anything to protect the one you love. Jib says, â€Å"she doesn’t even care about herself.† (Pg. 477) She just wants things to be fine again and is willing to sacrifice her child for it and him. These two have a form of attachment, an almost obsession, but love, it seems more one sided, I don’t see it, lust maybe. Jib appears to be young, and the man older, but you sense neither of them knows what either of them wants from a relationship let alone anything else. Except to travel the world and have fun. Love isn’t always fun and for anyone who has been in love, you know what I am talking about. Complications hit you at every turn to take the love you have away, and when the real stuff starts happening that’s when you find out if someone really loves you or they’re just using you for their own personal gain. Real love takes work and time to establish. The man is using Jib to his advantage, just so he has a party friend, and a traveling companion. A baby is not in his plans, but  now the pregnant news comes to light, and his true self is exposed and he pani cs, even pretends to love her just to trick her into getting an abortion. In conclusion love can be seen in a lot of ways, but to some it’s just a game to see how far people can play with each other’s emotions. The man is a traveler and having a kid would have ruined his plans of fun. He did what he had to do for himself and lust for travel. Love is powerful and the way he uses it is wrong especially on a young girl. Don’t abuse the power given to you because you never know who you might hurt. The pain you inflict on others always seems to have a strange way of coming back to haunt you in your future. I guess what people say about what comes around goes around, because if you think about, it does.

Gryphon: Teacher and Baxter

â€Å"Gryphon† is a short story about women. Author showed two types of women. The first type represented by the teacher, and the second type represented by the narrator’s mother. The teacher represents women who are free and not restricted by family. She was not married, she traveled in order to explore the world, and she was well educated, while narrator’s mother was a typically housewife dependent on her husband and predestined to â€Å"full- time mothering at home† (Rich, 1996) In the first paragraph is presented Miss Ferenczi a substitute teacher.Unlike other boring normal substitute teachers, who â€Å"provided easeful class day, and nervously covered material† (Baxter, p. 15)into the class came woman they had never seen. â€Å"She was no special age but her face had two prominent lines, descending vertically from the sides of her mouth to her chin. I knew where I had seen those lines before: Pinocchio. They were marionette lines† (Baxt er, 2010). As she walks to the blackboard, picking up pieces of white and green chalk, she draws a large oak tree on the left side of the blackboard saying the class needs this tree in it. Then she told the class about her royal Hungarian ancestor.She was proud of her mother being a famous pianist who succeeded her first concert in London for ? crowned heads. The substitute teacher’s behavior and personality surprised her students because she was strange. She was different from their mothers, which were uneducated housewives sitting â€Å"silently at the back of the room, doing her knitting. † (Baxter, 2010) Narrator’s mother â€Å"face and hairstyle always reminded other people of Betty Crocker, whose picture was framed inside a gigantic spoon on the side of the Bisquick box† (Baxter, 2010). For him his â€Å"mother face just looked white† (Baxter, 2010).She always had chores to do; she was only interested in cleaning and cooking. She did not part icipate in the life of her son, she really did not talk to him, she just command. They only have time for talking when â€Å"the father gets home† (Baxter, 2010). Everything has to be prepared before† the Lord's† coming home. For her the most important thing was â€Å"to clean up before dinner† (Baxter, 2010). The diamond is one symbol that helps to convey this theme. According to Miss Ferenczi â€Å"diamond s are magic and this is why women wear them on their fingers, as a sign of the magic womanhood† (Baxter, 2010).Every young girl dreams of a fairy-tale prince and to live happily ever after. In the consciousness of young women is a deeply rooted compulsion to marriage. â€Å"Women have married because it was necessary, in order to survive economically, in order to have children who would not suffer economic deprivation or social ostracism†. (Rich, 1996) In a really life it turns out that marriage is a trap. Men manifest a male power and tre at â€Å"the institution of marriage and motherhood as unpaid production† (Rich, 1996). They â€Å"confine women physically and prevent their movement† (Rich, 1996).Also narrator’s mother was in this kind of trap. â€Å"She touched the back of her hand to my forehead and I felt her diamond ring against my skin† (Baxter, 2010). â€Å"The diamond in the world was cursed and had killed everyone who owned it, and that by trick of fate it was called the Hope diamond† (Baxter, 2010). The same as marriage could kill women’s creativeness and their independence. â€Å"Definition of male pursuits as more valuable than female within any culture, so that cultural values become the embodiment of male subjectivity: restriction of female self- fulfillment to marriage and motherhood†. Rich, 1996) In an attempt to show† the restriction of female self- fulfillment to marriage and motherhood â€Å" (Rich, 1996) Miss Ferenczi predicted the future of their students using a tarot. Predictions are shown to be different for girls and boys. In the girl’s future she did not see higher education but she saw an early marriage, many children and tasks of housewife life, while in boy’s future: travel, late marriage and â€Å"maybe a good life† (Baxter, 2010). It is a proof that the situation of women is the same for many generations regardless of time, place and culture. In the short story â€Å"Gryphon† were shown two women and two styles of life.A common part for these two women is just sex. The substitute teacher was as the fabulous beast – gryphon – â€Å"with the head and wings of an eagle and the body of a lion† (Baxter, 2010) meanwhile a narrator’s mother was like a most women, who need men as social and economic protectors. Work Cited Charles Baxter. â€Å"Gryphon†. Literature: Reading, Reacting, Writing. Laurie G. Kirszner and Stephen R. Mandel (7th Edition). : Bo ston: Wadsworth, 2010. 242-253. Print. Adriane Rich â€Å"Compulsory Heterosexuality and Lesbian Existence†. Feminism and Sexuality. Jackson E. Scott (1996).

Culture Essay Example | Topics and Well Written Essays - 750 words - 8

Culture - Essay Example ricans maintain extended families that are not just limited to the blood relatives, but also extend beyond them to include distant relatives and friends whether or not they are blood related. â€Å"Family is the most important value that unifies the Latino community† (old.diocesephoenix.org, n.d., p. 6). The Hispanic American families include sponsors and godparents that love the children like their own even when they are actually not. The Hispanic American families believe in male supremacy. Men earn bread for the family while women are expected to stay at home and look after the children and the husband. Women are expected to submit themselves to their men. Men prefer not to let the women work, though the trend is changing and many Hispanic American women have entered the workforce, which has challenged the machismo of men and is the fundamental cause of distress in many families. The Hispanic American families give a lot of importance to the individualistic rights of each family member. Every individual is deemed worthy and important. Elders in the Hispanic American families are respected by the younger ones. The young seek advice from the elders. Every family member is given the right to have individualized close personal relationships. Communication in the Hispanic American families is governed by the concept of respecto. During communication, men and elders are prioritized over women and children. There are well-defined rules for members of both genders which they follow during communication. Hispanic Americans do not accept anger and aggression while communicating with one another. They deem it disrespectful to disagree over matters. It becomes problematic for them to agree over certain issues that they disagree with, but still they do not express negative emotions. Before this assignment, there were certain stereotypes about the Hispanic American culture in my mind that have changed now. For example, I did not know that the Hispanic Americans believe in

Module 6 Practice Exercise Assignment Example | Topics and Well Written Essays - 500 words

Module 6 Practice Exercise - Assignment Example The gross proceed from the stock sale is 3.080 million dollars. Lil John Industries’ equity includes 1.6 million outstanding shares selling at a price of 33 dollars per share. The total funds raised from equity are 52.8 million dollars. There are 26,000 bonds outstanding selling at 104 percent. The total debt is 26000*1.04*1000=27.04 million dollars. The debt equity ratio is 27.04/52.8=0.5=1:2.assuming the par value to be 1000 dollars. In scenario one where there is no debt, the EPS is obtained through dividing the outstanding shares with the EBIT. In the recession, the EPS is 4.8/9.44=0.51. In the average condition, the EPS is 9.8/9.44=1.04 million. In the boom condition, the EPS is 16.8/9.44=1.78 million. The retention ratio refers to that proportion of the net income paid out through other means and not paid as dividend. It is calculated by subtracting one from the dividend payout ratio (Springer, 2011). Springer L. (2011). How to Find a Stocks Value Using the Dividend Discount Model. Retrieved from