The Child by Tiger †Dick’s Character :: The Child by Tiger

The Child by Tiger †Dick’s Character   In The Child by Tiger, Wolfe makes a great showing of causing the story to uncover a reality about human experience. Dick's murdering frenzy in the short story indicated how the human sole tends to get rough. Portrayal and amazing decision of tone and state of mind utilized in the story show how the Dick gets brutal. Wolfe cautiously builds up Dick's character in the short story. Toward the start of the short story, Wolfe depicts Dick's activities decisively. Wolfe outlines anything from Dick's developments to his discussion. Moreover, Dick is delineated as a fair persevering and remarkably gifted person. Wolfe does the entirety of this for a basic explanation, to show that any human sole can turn detestable, regardless of how insightful, fair, or persevering. Consequently, Wolfe's portrayal of Dick is basic to the short story. Without a decent portrayal of Dick before his sole turns vicious, the story would have no importance and would simply be about a crazy person. Nonetheless, with Wolfe's impeccable portrayal, the peruser discover outs how an honest god dreading man can turn rough. In general, Wolfe's portrayal is vital to the short stories meaning. Remarkable tone and mind-set decision likewise help show reality with regards to the frail human sole. To begin with, the Wolfe's casual tone of the story is huge. I trust Wolfe's tone help set up the perusers for the stun of what Dick does. Notwithstanding, the tone the creator sets is significant due to the stun we get, we additionally perceive how delicate the human sole is and how it can without much of a stretch change. For this situation, the writer's casual and practically amusing tone shock the peruser yet in addition help show the centrality of Dick's understanding. Second, the creator's mind-set for the story hushes up misleading. Since the plot of the story is to show how any human sole can turn malicious, the creator sets an unexpected state of mind. In spite of the fact that the state of mind is casual, the incongruity of the circumstance is of an acceptable frantic turning malicious. Wolfe sets up this state of mind by his depiction and investigation of Dick's character and activities toward the start of the story. The temperament is unexpected in light of the fact that when the rough side of Dick comes out, our disposition towards the story changes since we are stunned at what has befallen honest Dick.

LeBlanc’s Gender Criticism of Chopin’s The Awakening :: Chopin Awakening

LeBlanc’s Gender Criticism of Chopin’s The Awakening Tomorrow checks a long time since the Roe versus Swim choice that gave ladies a regenerative decision in America. The event advises me that ladies are persistently attempting to accomplish and keep up different degrees of opportunity. Elizabeth LeBlanc’s sexual orientation analysis of The Awakening - a novel distributed before ladies procured testimonial - features one such opportunity: the opportunity to live on one’s own terms. The conversation outlines how Kate Chopin’s story of one woman’s â€Å"choices, activities and mentalities might be understood as the endeavors of a lady caught in an explicitly (in)different world to reconstitute herself as lesbian† (241). LeBlanc explains that Edna is a â€Å"metaphorical lesbian† who â€Å"creates a story or printed space in which she grills acknowledged standards of textuality and sexuality and establishes herself as subject† (238). The utilization of the word â€Å"trapped† indicates a condition cornered, with barely any decisions and helpless before another person. From the start, Edna seems caught to an automaton presence of average Creole society. Be that as it may, when she was â€Å"initiat[ed] into the universe of female love and ritual,† (247) she started â€Å"seeking satisfaction and selfhood† outside of marriage and parenthood (244). Her inclination toward a lady focused presence, outside of socially characterized spaces, is a demonstration of self-reproduction. For instance, at the danger of harming her notoriety, she dismisses the commitment of her social class to have ‘callers.’ This is a metaphorical releasing of the binds that bound her to a convention of trusting that life will occur. She opposes that convention and, in doing as such, rebuilds her reality as a lady. Edna logically moves from all-things-conventional, or socially predefined, into a space all her own. As an allegorical lesbian, she â€Å"engages in an assortment of lady recognized practices that propose yet avoid sexual encounters.† One such practice is discovering comfort in a lady who as of now lives on the edges of society, Mademoiselle Reisz, who LeBlanc recommends is the real lesbian in this story. Edna, LeBlanc composes, â€Å"is attracted to [her] at whatever point she falls into dejection and hopelessness† on the grounds that Reisz’s â€Å"music infiltrated [Edna’s] entire resembling a brightness, warming and lighting up the dim spots of her soul† (Chopin 103). It is she, who depicts herself as â€Å"captivated† by Edna, who â€Å"fosters in Edna a feeling of the opportunities for euphoria and satisfaction outside the domain of male convention and trivial codes† (252). Edna learns not to characterize herself comparable to her familial connections, for example, mother or spouse.

Inhalant Use Disorder in the DSM-5

Inhalant Use Disorder in the DSM-5 Addiction Drug Use Hallucinogens Print Inhalant Use Disorder in the DSM-5 By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 03, 2020 Douglas Sacha / Moment / Getty Images More in Addiction Drug Use Hallucinogens Cocaine Heroin Marijuana Meth Ecstasy/MDMA Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery What is inhalant use disorder? It is a problem that can develop when people deliberately breathe in the fumes of various substances, in order to experience intoxication. Basically, the disorder develops in people who frequently use inhalants as a recreational drug. Inhalants are a range of different substances, including volatile hydrocarbons, which are toxic gasses typically found in household products such as glue, paint thinners, white-out, and various cleaning products, leading to the term glue sniffing. The substance may be inhaled from a bag to intensify the effect, which is known as huffing. Although there are several other substances which are intended for inhalation, such as nitrous oxide and poppers, which can also produce substance use disorders, problems arising from the use of these substances are not included in inhalant use disorder  but are instead included in the diagnoses of other substance use disorder or unknown substance use disorder. Inhalant use disorder is a psychological condition that applies to the deliberate use of inhalants, not to the accidental inhalation of toxic or psychoactive substances, even if they are the same substances that are people inhale when they have inhalant use disorder, and even if they produce identical effects. Inhalants are mostly used by younger people, mainly because they can access inhalants more easily than other drugs, and because they are not aware of the dangers of these drugs. Unfortunately, the use of inhalants is one of the most acutely dangerous forms of substance use and can result in sudden sniffing death even the first time they are used. However, inhalant use disorder refers to a problematic pattern of inhalant use over time, not the acute effects of inhalants, even if they are life-threatening. Symptoms The person uses the inhalants in larger amounts or for longer than they had planned to.The person wants to cut down on using inhalants  but has a hard time doing so.The person spends a lot of time getting the inhalant, using it or recovering from its effects.Cravings for more inhalants keep happening.The person fails to carry out important tasks related to home, school, or work, because of their inhalant use and may reduce or give up activities that were important to them.Despite having social, interpersonal, physical or psychological problems caused by inhalant use, the person continues to use inhalants.Risk-taking in inhalant use â€"  which is always risky by nature.Tolerance to inhalants, meaning more is needed to get the same effect. How Can You Tell If Someone Has Inhalant Use Disorder? Many of the signs that someone has the inhalant use disorder are similar to the typical problems of adolescence so this can add to the confusion of worried parents of teenagers. It is important to build a relationship of trust before confronting a person with your suspicions, in fact, a confrontational approach is not typically very effective. Signs of inhalant use disorder that may be typical teenage behavior include social and interpersonal problems, changing friendship groups, getting into arguments or fights with family or others, withdrawing from family, excessive sleepiness, neglect of chores and other expectations, moodiness, and socially unacceptable behavior, such as rude and disrespectful behavior, particularly towards authority figures. Signs of inhalant use disorder that are less likely to be typical teenage behavior include intoxication that does not appear to be caused by alcohol or other drugs  â€" especially if drug testing does not reveal these substances have been used, chemical smells on the body or clothing, scabs or sores around the nose or mouth, known as glue sniffers rash, an unusually excessive deposits in the trash or stockpiled in the bedroom, of containers for substances such as glue bottles, aerosols, paint bottles, lighter fluid, etc.

The History And Downfalls Of Nigeria Essay - 1499 Words

Upsets and Downfalls Nigeria has been a democracy since 1999 when the military handed over government power to elected officials. Since then, the countries electoral system has experienced many upsets and downfalls. This transition has been anything but smooth with large amounts of corruption within the country s political and socio-economic system. Due to the ineffectiveness of governance, it has been extremely difficult for Nigeria to effectively democratize. In order to improve Nigeria’s corrupt electoral system, the Nigerian government has established many agencies to enact numerous reforms, including: Establishing an agency to oversee political elections, combat election rigging, and encourage voter participation, as well as constructing an organization that oversees government spending and cracks down on money laundering. These reforms had only mild success before 2012. The reasons for gradual improvement after 2012 had to do with, although not limited to, leadership. Th ese changes were the result of different political and economic events the country experienced. Free, fair, and safe elections have empirically proven to be an essential step towards ensuring a country’s democratic success. Unfortunately, corruption has become the norm in Nigerian politics. Nigeria’s major political party, the People’s Democratic Party (PDP), were able to maintain political power within the country using prebendalism tactics, ballot rigging, and intimidation until the 2015Show MoreRelatedChinua Achebe s Things Fall Apart1164 Words   |  5 PagesII Nicole Watkins 11/26/2014 Things Fall Apart Things Fall Apart, written by Chinua Achebe is a story which follows the life and foreshadowed downfall of Okonkwo, a respected warrior in his Umuofia clan in Nigeria. Disgusted by his late father, Unoka, and the reputation of incompetence and laziness he left behind, Okonkwo was determined to not let history repeat itself. 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History and Memory - Free Essay Example

Sample details Pages: 5 Words: 1502 Downloads: 10 Date added: 2017/09/14 Category Advertising Essay Did you like this example? MODULE C – History and Memory The Fiftieth Gate by Mark Baker suggests that a combination of history and memory is essential in making meaning, i. e. in shaping perceptions of the world around us. How does baker represent this combination to create meaning? History can be viewed as a sequential series of indisputable events, whereas memory is of such events that are highly subjective, and affect the way in which they are perceived. The link between history and memory and the way it shapes the world around us, is a component of past and present. We are shown this throughout the prescribed text, The Fiftieth Gate, where through bakers quest we see the past continually impacting on the present, as the memories of the past affect those who have endured it. This key concept is also represented in the Channel Seven documentary, ‘Zero Hour- Disaster at Chernobyl’ and ‘Anzac Day commemorative Issue’, released by the Bulletin, 26th April 2005. Don’t waste time! Our writers will create an original "History and Memory" essay for you Create order All three texts show the affects of history and memory that has subsequently altered perspective on life, â€Å"History begins with its memories†. Within the prescribed text, the composer, Mark Baker, conveys how history and memory help shape the way we perceive things in our own world. Bakers search for identity throughout the book adds depth to the meanings that are communicated to the responder. The audience understands that are the beginning of his journey, Baker is metaphorically in the dark about his parent’s identity, â€Å"it always begins in blackness, until the first light illuminates the hidden fragment of memory†. Baker discusses the dark and light nature of his parent’s memories and hoe these memories have affected him throughout his existence, â€Å"And I sing them to: sleep my dear parents but do not dream, tomorrow your children will shed your tears, tuck your memories in bed and say goodnight†. Through imagery, Baker represents how the Holocaust experience has helped shape himself, his family and its habits and traditions, â€Å"my grandfather, Leo, would sit in a corner of his living room in Melbourne, surrounded by imitation German furniture. † His parent’s memories are hidden, deep within them, a way of coping with the nightmares of the events that occurred, â€Å"I wish I could forget what I remember. † The distorted memories may be due to burdened minds, trying to live again, away rom the blackness of their early life. Whatever the reason may be, these lapses in memory posed a problem for Baker as he tries to immerse himself in his parents history, so that he too can reach an understanding of who he is, â€Å"I knew I has to wrap myself up in the details of her story, if only to immunize myself against the secret thing that lay there, threatening me beneath her bright clothes and lipstick†. Only then when Baker discovers who he is, and where he came from will he emerge into a â€Å"stream of light†. For the duration of Bakers quest for self validation, Baker has to deal with the historian and the son to bring his parents to â€Å"open the gate† and let the memories flood back. As the book develops, one can see the authors growing obsession with finding validation and truth to those memories, as his search for proof is fuelled with the desire to uncover who he is. To discover the integrity of his parent’s memories, Baker tries to fill in the shady memory gaps by savagely searching for the historical documentation to prove the memories, â€Å"18th December 1923 at 2pm†. His search for proof grows until his parents words are not enough, the process of verification brings him to shame, each memory needs a tacit approval of an archival record or corroborating story, â€Å"Details, details. Fecks, Fecks†. As the text progresses, Baker discovers a testimony of an SS soldier that justified his mothers account, â€Å"found something at last†¦ its really true! Through this exclamatory statement, the responder perceives the significance if history and memory and how historical evidence corresponds with individual memory â€Å"Its perspective I value†. The need for factual evidence and validation is also seen in the text, Zero Hour- Disaster at Chernobyl a channel seven documentary on the calamity which occurred on April 26th 1986 at the Chernobyl Nuclear Power Station. This event was a major historical incident which had vast implications after the day the disaster took place. The documentary depicts the history of that event and retells the story through reenactment and through the memories of those who have, and still are enduring it. Both history and memory are key in retelling a true representation of the event. The director, Richard Doyalson utilizes a variety of techniques to represent the integral interweaving of history and memory. Memory is represented by the recollections of those who survived the traumatic event, â€Å"the sight of my dead friends, their faces burnt by the radiation, amongst the rubble, I will never forget†. The description and expression of emotion assists in creating a third dimension of memory, as it adds emotion and personal experience. The responder is clearly aware that even though the disaster was years ago, the event still affects survivors, both physically and mentally, they cannot be free of what the saw, what they endured or what it did to them physically, â€Å"that night lives in my body and in my memory†. History is represented on many levels throughout the text. The responder is shown how the explosion of the reactor was the catalyst of the breakdown of the Soviet Union, Communism and the Cold War. This is conveyed by the video footage showing the historical evidence of these episodes. History is then depicted through the history of the Power Station and what went wrong in order for a catastrophe of this magnitude to happen. Documentation provides factual evidence and knowledge of why and how it happened, â€Å"when undertaking safety tests, reactor 4 cannot withstand less than 200†. The document may be accurate, but they lack emotion, the composer entwines historical documentation and information, â€Å"10 times the amount of nuclear fuel than Hiroshima† with historical photographs of affected children to change the tone of the text as it helps the audience to emotionally connect with those whose lives have changed forever, â€Å"I will never see my daughter grow up†. The Bulletins, Anzac Day Commemorative Issue honors the 90th Anniversary of Gallipoli. The Gallipoli campaign of 1915 ended in stalemate and humiliating withdrawal by Britain and its allies. The issue has various articles which depict different viewpoints through the collaboration of history and memory. That time in history was too forever shake the foundations of Australian culture and live in the memories of Australian society, past, present and future, â€Å"that’s why the Aussies and the Turks like each other – we made our futures in the same place†. The articles all provide historical evidence of the â€Å"fateful day on April 25th 1915†. This is done through historical information and the use of photographic verification. The photographs send a very dramatic, emotional tone to the reader as they can see and acknowledge the faces and the individuals of the troops at Gallopoli, and personalize the photographs by imagery of troops wearing Australian flag. For Australian readers this is bound to give a much more significant and astounding feeling. Throughout the text there are many allusions to places and dates, â€Å"On March 18th, the naval assault in the Dardanelle’s culminated in disaster. One third of the fleet was sunk or disabled with the loss of 700 men†. This piece of historical documentation is then juxtaposed by a photograph of the warship, again providing the responder to emotionally connect with the events that were endured by the troops. Memory is ubiquitous amongst the text. For a clear depiction and truthful account, the composer realizes that memory is essential for establishing both truth and meaning. Memory is key in portraying the affect that the war had on those who lived through it, â€Å"if they had and Australian in charge, we may have won, I may have come home earlier, to you†. The article provides a place of awareness, not merely of factual truth, but the truth of one’s own perceptions and significance in the collective perceptions of others. The significance of the interweaving history and memory state how troops lived with their memories and as Australians, we have built more from their lives than their experience and memories would suggest possible for them, â€Å"I don’t know what my daughter will make of the place and its story. But I think those rows of headstones scattered across the peninsula will grasp at her heart†. Memory lives within history binding the creator to their social preconditions; it shapes and constructs, dictates their function and demands their superiority. The two cannot be separated, memory binds interpretation. The strength of history lies in its reception through personal nature of communication and demands that we select which is pertinent to our own experience. This concept is manifested through the integration of history and memory within the texts discussed.

Revlon Ida Free Essays

CORPORATE PROFILE ? ? ? ? Revlon is a worldwide cosmetics, hair color, beauty tools, fragrances, skincare, anti-per spirants/deodorants and beauty care products company. Revlon is a global color cosmetics, hair color, beauty tools, fragrances, skincare, anti-per spirant / deodorants and beauty care products company Websites featuring current product and promotional information can be reached at www. revlon. We will write a custom essay sample on Revlon Ida or any similar topic only for you Order Now com, www. almay. com and www. mitchumman. com. The Company’s brands, which are sold worldwide, include Revlon ®, Almay ®, ColorSilk ®, Mitchum ®, Charlie ®, Gatineau ® and Ultima II ®. CORPORATE PROFILE CONT†¦ Type: Public Traded as NYSE: REV Industry: Cosmetics, skin care, fragrance, personal care Founded: 1932 Founder(s): Joseph Charles Revson, Charles Lachman Headquarters: New York City, New York, United States Key people: Alan T. Ennis, President and CEO CORPORATE PROFILE CONT†¦ Revenue: US$1. 3 billion (2009) Operating income: US$170. 8 million (2009) Net income: US$821. 20 million (2009) Total assets: US$794. 20 million (2009) Employees: 6,800 Parent: MacAndrews Forbes Holdings: 60% (74% of votes) FMR Corp. : 20% Website: http//www. evlon. com/(US) VISION MISSION Revlon Inc. Vision is Glamour, Excitement and innovation through High-quality Products at Affordable Prices. ? Revlon Inc. Mission is â€Å"to emerge as the leader in cosmetic and personal care throughout the world. Revlon takes pride in manufacturing the top skin care and strives to please young and older woman alike†. ? HISTORY ? ? ? ? Revlon was founded in the midst of the Grea t Depression, 1932, by Charles Revson and his brother Joseph, along with a chemist, Charles Lachman, who contributed the â€Å"L† in the Revlon name. Starting with a single product — a new type of nail enamel — the three founders pooled their resources and developed a unique manufacturing process. Using pigments instead of dyes, Revlon developed a variety of new shades of opaque nail enamel. In 1937, Revlon started selling the polishes in department stores and drug stores. HISTORY CONT†¦ In six years, the company became a multimillion dollar organization. ? By 1940, Revlon offered an entire manicure line, and added lipstick to the collection. ? During World War II, Revlon created makeup and related products for the U. S. Army, which was honored in 1944 with the Army-Navy â€Å"E† Award for Excellence. ? By the end of the war, Revlon was listed as one of America’s top five cosmetic houses. ? REVLON IN INDIA ? Revlon was the first International Color Cosmetics brand to be launched in India (1995). ? It all began in the year 1994, with formation of Modi-Revlon Pvt. Ltd. , a collaboration between Modi-Mundipharma Pvt. Ltd. (a joint venture between the Umesh K. Modi Group of India and Mundipharma Group of Switzerland) and Revlon of USA. REVLON IN INDIA CONT†¦ ? Today, Revlon is a name to reckon with in the beauty industry in India. It has added glamour and color to the lives of many a women to make them look and feel beautiful and confident. ? ? Revlon has brought to the modern Indian women the excitement and fun of experimenting with trend setting colors and innovative products. The company offers an extensive range of high quality products in different categories namely, color cosmetics, skincare, fragrances, hair care and hair colors. ? REVLON IN INDIA CONT†¦ ? Revlon in India enjoys immense consumer franchise with its world famous brands like Super Lustrousâ„ ¢, Revlon ® Nail Enamel, Colorstay ®, Street Wear ®, Revlon Absolute Câ„ ¢, Flex ®, Charlie ® , Fire Ice ®, Colorsilk ® and many more. Modi-Revlon ceaselessly continues to introduce new products and color trends keeping in view the preferences of the Indian consumer. It draws expertise from Revlon’s state-of-the-art Research Center in Edison, New Jersey (USA) and complies with its stringent product quality standards. ? ? FAMOUS BRANDS FAMOUS BRANDS FAMOUS BRANDS TOP COMPETITORS FOR REVLON, INC. Avon Products, Inc. ? The Procter Gamble Company ? L’Oreal SA ? SWOT ANALYSIS STRENGTH ? ? ? ? ? ? ? ? ? ? ? Revlon is the major player in cosmetics, skin care, fragrance and personal care products. It has long history of 75 years. Famous brand especially among the women’s. Despite of heavy debt and net losses from last few years. Product development is the main focus area for Revlon. Strong research and development. Revlon products are sold in more than 100 countries. Revlon 43 percent sales are from United States market. It has been supporting several health programs for Women. Advertising is one of the key areas for Revlon. Revlon aims to provide quality products. Distribution channels are well managed that the reason Revlon products are used in more than 100 countries of the world. SWOT ANALYSIS Weaknesses †¢ Weak financial position due to net losses and heavy debts. †¢ Cutting down number of jobs reduce employee trust on the Company. †¢ Continuous changes in the Organizational Structure may impact the performance for employees. †¢ Besides advertising other marketing areas are he weak. SWOT ANALYSIS Opportunities †¢ Revlon is currently facing financial problems so joint ventures or partnership with other players in the industry may open the doors of new opportunities. †¢ Utilize all marketing methods to promote its products; it will help to boost the sales of the company. †¢ Develop products for male segment. SWOT ANALYSIS Threats †¢ Intense competition with major players of the industry including Procter Gamble, Unilever, L’Oreal, †¢ Rapid changes in fashion may require heavy budgets for product development marketing. Revlon has to find some financial assistance to support its operation to sustain its position in the industry. †¢ Revlon selling its products through websites but it haven’t made efforts to develop relations with the customers through online channels. †¢ Government instability and variation in exchange rate in few countries †¢ Focused towards woman segment PRODUCTS Eye Products ? Face Products ? Lip Products ? Nail Products ? Skin Care Products ? EYE PRODUCTS FACE PRODUCTS LIP PRODUCTS NAIL PRODUCTS SKIN CARE PRODUCTS BORROWED STRATEGY In the 1960s, Revson â€Å"Segmented Revlon Inc into different divisions, each focusing on a different market†. ? He borrowed this strategy from General Motors. ? Each division had its own target customer: ? a. b. c. d. e. f. Revlon, the largest and most popular-priced brand Princess Marcella Borghese, upscale/international Ultima II, premium Natural Wonder, juniors Moon Drops, dry skin Etherea, hypo-allergenic SALES STRATEGY Revlon’s entrance into the Japanese market was typical of its international sales strategy. ? Instead of adapting its ads and using Japanese models, Revlon chose to use its basic U. S. advertising and models. ? Japanese women loved the American look, and the sales for 1962 came to almost $164 million. ? STRATEGIC GOAL ? Strategic Goal is to profitably grow their business. 2011 was a year of many notable achievements, as they continued to execute their business strategy despite continued uncertain global economic conditions. ? From a financial perspective, they grew net sales for the second year in a row, sustained competitive operating margins, achieved their fourth consecutive year of positive free cash flow and improved their capital structure. From a marketplace perspective, they introduced innovative, high-quality, consumer-preferred products across their entire portfolio, they acquired the SinfulColors brand, and they signed two of Hollywood’s most sought-after actresses, Emma Stone and Olivia Wilde, as Global Brand Ambassadors for their Revlon brand. ? ELEMENTS OF BUSINESS STRATEGY They are focused on the five elements of their business strategy, sp ecifically, to ? (i) build their strong brands; ? (ii) develop their organizational capability; ? (iii) drive their company to act globally; ? (iv) increase their operating profit and cash flow; and ? v) improve our capital structure. DEBT LIMITS FLEXIBILITY ? But, here’s our concern†¦ Revlon’s balance sheet is heavily loaded with debt, so much so that in 2007, the interest payments due exceeded its operating profit (as measured by EBIT) for that year. Even in 2009, the interest payments exceeded 60% of EBIT, making the earnings highly volatile and vulnerable to market fluctuations and interest ratesy. ? DEBT LIMITS FLEXIBILITY ? As a result, Revlon’s R spending at 1. 7% of sales amounting to $24 million is dwarfed by L’Oreal’s 3. 7% at $666 million. Also, given Revlon’s sales at close to $1. billion compared to $24 billion for L’Oreal and $7. 9 billion for Estee Lauder leaves it with much less money to spend on marketing, a cruc ial factor for success in cosmetics industr ? CORPORATE CSR Overview of Revlon’s Corporate Social Responsibility Framework ? Please find in the link below Revlon’s Corporate Social Responsibility Framework (the â€Å"Revlon CSR†) which is disseminated to all of our employees worldwide. ? The Revlon CSR is monitored and overseen by two of our most senior executives – our Chief Science Officer and our Chief Administrative Officer. The Revlon CSR includes the Purpose, Standards and Measurements in each of the key areas of Safety, Social, Ethical, Regulatory and Environmental. ? CORPORATE CSR The stated purposes are as follows: ? Safety: Provide our consumers with highquality, safe and efficacious products and our valued employees with a safe workplace. ? Social: Enhance women’s lives through our products and philanthropic efforts. ? Ethical: Conduct business in an ethical manner. ? Regulatory: Ensure that our products and operating facilities meet or exceed all applicable standards, globally. Environmental: Reduce the environmental impact of our operations. ? WHAT IF REVLON FOCUSED ON COLOR COSMETICS AND PHASED OUT SKIN CARE AND/OR FRAGRANCES? Revlon is most well known for color cosmetics and commands a significant market share of over 20% in US, which itself constitutes over 18% of the global market for color cosmetics. ? Given, the company average EBITDA margin(Earnings before depreciation, impairment and amortization) for color cosmetics and moderate growth rates in excess of 3%, it would be reasonable to focus on this product segment and to further strengthen Revlon’s market share in the same. We estimate that color cosmetics constitute over 60% of Trefis price estimate of Revlon’s stock. ? CONCLUSION ? In the current scenario, there is forecast Revlon to lose share in the future across all product segments due to its inability to match the competition in marketing and RD. ? Hence, focusing the limited funds av ailable on a few preferred product categories presents a more viable option for the future How to cite Revlon Ida, Papers

Development of American Colonies free essay sample

The development of the American colonies had six different factors contributing to it. They were the Enlightenment, European population explosion, Glorious Revolution, Great Awakening, mercantilism, and Religious tolerance. The Enlightenment was a cultural movement that challenged the authority of the church in science and philosophy while elevating the power of human reason. One of the most influential Enlightenment writers was John Locke. He argued with the church that people were not born with sinful minds. He believed that their mind was shaped by society and education, which made people better. Baron Montesquieu, another writer, contributed to American colonies by creating our three political powers: Executive, Legislative, and Judicial. They are separated into different branches, which provide checks and balances against each other so they have equal power. The European population explosion happened in the early 1700’s when the climate became warmer and the diseases began to decline. This caused a population boom and a very large amount of new immigrants to come to America. We will write a custom essay sample on Development of American Colonies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, during this time there was a huge demand of wheat to feed the large rise in number of people in Europe. Between 1720 and 1770, wheat prices more than doubled, so this brought a wave of wealth and prosperity to America. This rapid rise of wheat trade and the arrival of new settlers changed the society of the American colonies. The Glorious Revolution was a bloodless change of the throne in England. The English people and Parliament were growing tired of James II because he was Catholic, but were willing to tolerate him because they were expecting his Protestant daughter, Mary and her husband, William of Orange, to succeed James to the throne. When they received the news of James’ son being born, it broke their hope. Parliament was not going to risk another Catholic dynasty, so they invited William and Mary to the throne. When William arrived in England, James ran away and then this caused an uprising in Boston. Andros, the governor of New England, and his councilors were seized and imprisoned. William and Mary let the Dominion of New England die silently, but they did not restore the old system fully. They let Connecticut and Rhode Island go back to their old system, but did not surrender all control over Massachusetts. They eventually issued a new charter in 1691. This combined Massachusetts Bay colony, Plymouth colony, and Maine into the royal colony of Massachusetts. Under this new charter, the people of Massachusetts were given the right to elect an assembly. Also, people who could vote did not have to be members of a Puritan congregation, but only had to own land. This charter also granted freedom of worship to Anglicans living in Massachusetts. The Great Awakening was a revival of religious freedom. The central idea of this was having an internal emotional experience that brings one to God. George Whitefield arrived in Philadelphia in 1739. He was an Anglican Minister who was influenced by Methodism and he attracted huge crowds everywhere he preached. This awakening also brought the New Lights and Old Lights. The New Lights experienced a surge membership while other churches memberships declined. Also in the south, Baptists welcomed enslaved Africans at their revivals and brought them to God. This caused a new African Christian culture to come about. This was one of the most important ideas that are still implanted in the American society today. Mercantilism is a set of ideas about the world economy and how it worked. Mercantilists thought that to become wealthy and powerful, a country had to accumulate gold and silver. They did this by selling more goods than brought to them, causing more gold and silver to come in than go out of the country. Mercantilism provided to colonies by giving them a reliable market for some of their raw materials. This one factor taught the American colonies today to become more self sufficient. Religious tolerance was an important but often misunderstood contribution to the American colonies. Groups such as Pilgrims and Puritans left Europe to escape religious persecution and to have religious freedom. The Pilgrims landed off course in Cape Cod so they signed the Mayflower Compact to keep things in order. This compact established the precedent for local government based on written agreements. Also, the Great Migration began in 1630 when 60,000 Puritans headed for America, and this helped establish the Massachusetts Bay Colony. All of these factors helped contribute in some way to the development of the American colonies. Some helped in the past and still are helping today, but some just set the standards for our society today.

The Duchess Of Malfi By John Webster an Example of the Topic Literature Essays by

The Duchess Of Malfi By John Webster The Duchess of Malfi is a work of genius that has placed John Webster firmly among the best playwrights in literature. It is a tragedy in the tradition of the Elizabethan revenge play but it considerably modifies and enriches that tradition. The central motif is revenge, but the revenge is not taken as a sacred duty but out of selfishness and vindictiveness. The motif for revenge is dishonorable and our sympathies tend to be towards the victim of the revenge rather than with the avengers. Webster was successful in making the revengers, the Cardinal and Duke Ferdinand, look repugnant and detestable, while the traditional revenger was always capable to rouse the admiration and sympathy of the audience. Here we admire the innocence and fortitude of the Duchess, and in proportion hate the two brothers as monsters of inequity. This gives the uniqueness and originality to the play. Need essay sample on "The Duchess Of Malfi By John Webster" topic? We will write a custom essay sample specifically for you Proceed Like most of the other playwrights of his age, Webster too did not invent a story but found the same from a real sequel that was later historied by William Painter in his Palace of Pleasure (1567). The facts of the historical Duchess are as follows: in 1490 she married when she was twelve, and was widowed at the age of twenty. After Antonio Bolonga became her major-domo in 1504, she fell in love with him and secretly married him for which only her maid was a witness. This wedlock was revealed only after the birth of the first child and the arrival of the second caused rumors. When her brothers watched, Antonio took the children leaving her behind pregnant with a third. She was deserted by her household when she confessed about her marriage and after banishment, the Duchess, her children and her maid was taken to Malfi by her brothers and was never heard of again. University Students Often Tell EssayLab professionals: I'm not in the mood to write my paper. But I want to spend time with my girlfriend Professional writers suggest: College Essay Helper Best Website To Buy College Papers College Essay Writing Essays Online In characterization, The Duchess of Malfi is an immense advance over other contemporary plays. The Duchess, the central figure, is a stoical figure who bears misfortune with calm resignation and fortitude. Opposed to her and devout to destroy her are the three Machiavellian figures Duke Ferdinand, the Cardinal and Bosola. But the characters cannot be divided so easily into good or bad. They are beyond the implications of such a division as they are very intricate and puzzlingly complex. The wicked characters have some good in them. That is why Ferdinand goes mad seeing the face of his dead sister; even Bosola is moved and decides to avenge her death. The Duchess is one of the finest creations in Elizabethan drama; no other female character outside Shakespeare surpasses her in vividness and subtlety. Her persecution transforms and her despair renders her personality a lofty and stoic touch. The scene of the play is laid in Italy. The setting to the play is provided by contemporary Italian court life. It is the Italianate Hell. The courts are those of the small independent states into which Italy was divided at the time. They are dominated by dukes and cardinals who are surrounded by their dependents, mistresses and spies. This world when combined with ambition, revenge and lust, motivate deeds of sensational violence. These are usually elaborately planned by those who perpetrate them. Disguise may give the murderer access to his prey; poison may be administered so unobtrusively that none suspects a crime within; the murderer may commence operations by subjecting his victim to an ordeal designed to break the spirit; or he may even try to engineer the victims eternal damnation. There is absolutely no element of surprise in the characters being occasionally haunted, or believed to be haunted, by the ghosts of the perished ones, and that some characters collapse into utter madness. Webster, in this play, shows forth a world that is replete with luxuriousness, deceit, ruthlessness, passion, viciousness and subtleness. Functional imagery adds to the gloomy atmosphere of the play. The most important image that dominates the play can be identified as prison or trap that indicates confinement. In hiring Bosola to spy on their sister, the Cardinal and Ferdinand are setting a trap; and as men trap wild creatures in order to kill them, so the Duchess, if trapped will be killed. The Duchess secret marriage is literally confined within the walls of her chamber, and in this sense as Cardinal says: The marriage night Is the entrance to some prison. The marriage symbolizes a prison in another sense too, for the Duchess, movements and emotions are restricted as those of a prisoner. Physical corruption is suggested by diseases such as leprosy and consumption. There are frequent references to poison and some to magic and witchcraft. Animal imagery is frequent in the play, and is an expression of the degeneration and corruption of man. It suggests the element of bestiality in man. The element of a true story will be enhanced by catchy dialogues. Websters dialogue is undoubtedly dramatic and appropriate. It is light and discontinuous, rapid or deliberate, as the situation demands. The light and the discontinuous line and the occasional, momentary regularity create a style wholly appropriate to a drama of interplay between passion and conscious thought, contrasts of appearance and truth, and inter-relationships of characters who often try to live only for themselves. Webster wished to show a fragmentary and disordered world and at the same time to suggest that there is a fixed order at the back of things. The dramatic dialogue both orders and disorders continuity and disruption. The story of the Duchess of Malfi, the main plot, and the story of Julia, the sub-plot, is skillfully interlinked to form a single whole. First, the same characters figure in the two stories and, second, there are strong parallelisms and contrasts between the sexual behaviors of the two women mentioned. Besides the indomitable skill in plot construction, the dramatist has succeeded in contriving a number of scenes and situations whose effectiveness on the stage can never be questioned. Undoubtedly the play represents the age in which it was born which characterized the publics disillusionment with the human condition, the loss of confidence in mans aspirations and the haunting dread of death. Bibliography Drabble, Margaret. (ed) Duchess of Malfi, The" The Oxford Companion to English Literature. Oxford University Press, 2000. Foakes, R.A., Shakespeare and violence, Cambridge University Press, 2003, pg-9. Fox, Timothy.

Informative Essay Sample on the Novella Heart of Darkness Underlying Ideas

Informative Essay Sample on the Novella Heart of Darkness Underlying Ideas While in England between 1898 and 1899, Joseph Conrad wrote the novella Heart of Darkness. Taking place during the height of European imperialism in Africa, Heart of Darkness follows the journey up the Congo River of Marlow, a steamboat captain. Marlow comes to Africa to escape the strict confines of European society. Marlow is very idealistic, and during his travels up the Congo, he is eager to prove that there is some good to the European presence in Africa. Although Marlow looks for signs of the good of imperialism, he finds none. Because of this, Marlow is eager to meet with Kurtz, another trader in the Congo. Marlow is so eager to meet with Kurtz because he believes Kurtz is the man the will prove to him that there is good in the European presence in Africa. However, as Marlow journeys up the Congo, viewing the effects of European imperialism on Africa, he realizes that there is no good in the presence of Europeans; furthermore, he is exposed to his own heart of darkness that he has seen in all the other Europeans in Africa. Joseph Conrad was inspired to write Heart of Darkness because of a journey through the Congo early in the 1890’s. Heart of Darkness deals with European imperialism in Africa during the 1890’s. During this time, Africa was the property of King Leopold II of Belgium. Leopold believed that his mission statement was to reduce the barbarism of the African people by bring civilization to the African people. For most Europeans, the continent of Africa was the Dark Continent because the people of Africa were considered to be uncivilized, uneducated, lacking a real government, and lacking any culture. Europeans considered it their duty to bring all that the Africans lacked in culture and civilization to the continent; thus, imperialism in Africa began. Conrad explores the heart of darkness through the Protagonist of the novel: Marlow. As Marlow journeys up the Congo River, viewing the atrocities of European imperialism on the African people, the reader realizes what the heart of darkness is. The heart of darkness is in the heart of every person where each person is faced with his or her true and often inherently evil nature. A person’s encounter with their own heart of darkness is almost always brought about by a person’s own immoral actions that allows them to see the true nature of themselves or others. As Marlow journeys up the Congo, he sees European society’s heart of darkness, and he realizes that European imperialism is not the selfless mission for the civilization of the African continent, but rather a mission of exploitation based greed and ambition in the hearts of Europeans in the Congo. Marlow comes to Africa because he feels very separated from the imperialism in Africa; furthermore, Marlow has heard what the critics say about imperialism in Africa. When he goes to Africa, he is very idealistic about the European presence there despite some of the stories he has heard. From the beginning of his journey, Marlow is confronted with the insanity of imperialism in Africa when he sees a French ship repeatedly shelling a spot of forested coast for no apparent reason saying, â€Å"Nothing happened. Nothing could happen. There was a touch of insanity in the proceeding, a sense of lugubrious drollery in the sight; and it was not dissipated by somebody on board assuring me earnestly there was a camp of nativehe called them enemies!hidden out of sight somewhere.† Pg. 11 As Marlow continues his way up the Congo River, he encounters decay and death at an alarming rate. He was overwhelmed by the horror of the death and destruction he sees: It is here that Marlow first enco unters the heart of darkness and slowly begins to realize what it is. Marlow is once again faced with this overwhelming sense of decay and death when he reaches the outer station of the company, he encounters a group of native African people who have basically been enslaved in a chain gang; furthermore, he sees that also the Europeans are suffering as well: disease, biting insects, and outrageous heat. This scene at the outer station is an important one because it shows that not only is the African people suffering because of imperialism, but so are the Europeans as well. Basically, no one is reaping any real advantages from the European presence in Africa. During a ten-day wait at the outer station, Marlow is first told about Kurtz. After being exposed to an overwhelming amount of evidence against imperialism, Marlow is now introduced to the idea of man doing good for the people of the Dark Continent. Marlow realizes this; thus, he has a strong desire to locate and talked to Kurtz in hopes of seeing first hand the good that Kurtz does for the people of the dark continent. A Marlow travels up the Congo River, he is being exposed more and more to the savagery, this heart of darkness, which all the Europeans in Africa seem to posses. For example, Marlow overhears a conversation between the Manager of that company and his uncle about the condition of Kurtz. Marlow discovers that these men wish to hang Kurtz and are discussing ways in which to accomplish this. They wish to hang Kurtz in order to level the competition in their favor because â€Å"anything can be done in this country.† These two men, both civilized at first glance, posses these savage and primal tendencies. Marlow sees this and is once again exposed to the heart of darkness that man possesses. Conrad does an excellent job of conveying this savagery and animal actions when he has Marlow describe the uncle of the manager’s mannerisms during the conversation saying, extend his short flipper of an arm for a gesture. . .that seemed to beckon with a dishonoring flourish before the su nlit face of the land a treacherous appeal to the lurking death, to the hidden evil, to the profound darkness of its heart. (Pg.27) As Marlow continues up the river to find Kurtz, the signs of European society were replaced by a more primal and savage feeling. I believe this to be a metaphor for the heart of darkness: A person may look civilized on the surface, but as you further explore them, you begin to see that they are truly savage at heart. Once Marlow reaches Kurtz’s station, he encounters a young man. The young man tells Marlow about Kurtz’s tendency to wander off into the forest alone, raiding nearby villages for ivory and gaining the loyalty of the natives. The young man also confided in Marlow that Kurtz had almost shot him once for some ivory saying, â€Å"He declared he would shoot me unless I gave him the ivory and then cleared out of the country, because he could do so, and had a fancy for it, and there was nothing on earth to prevent him killing whom he jolly well pleased.† (Pg.50) With this description by the young man of Kurtz, Marlow’s hope’s of finding the presence of good in European imperialism is Africa is crushed. The situation of Marlow being told of Kurtz reputation as a good man and now seeing that he too has been corrupted and has done terrible things to the African people is another metaphor for the heart of darkness that Conrad places in the book. After arriving at Kurtz station, Kurtz in taken aboard Marlow’s ship, and the two meet and speak for the first time. Later that night, Marlow tracks Kurtz off the ship and finds him watching some kind of tribal ceremony. Marlow trys to get Kurtz to come back to the boat, but as he looks at Kurtz alone in the wilderness he comments that he realizes that because Kurtz had been alone in the wilderness, his soul was alone and had gone mad; furthermore, Marlow realizes that his soul has this very same feeling to it. At this moment, Marlow comes to the realization that he too has his own heart of darkness. The next night, as the ship sailed down the Congo, Marlow witnesses Kurtz’s death. As Kurtz died he said, â€Å"The horror, the horror.†( pg.62) I believe this quote is a commentary on what man can do when not inhibited by society’s restrictions. In the case of Kurtz, society was willing to over-look any of his more questionable actions because Kurtz supplied them with ivory. When Kurtz says these words on his deathbed, he is speaking to the atrocities man can commit when there are no restrictions placed on him by society. Marlow comes to Africa with the hope of seeing the good of European Imperialism first hand. Instead, Marlow is exposed to the heart of darkness: a primal and savage instinct that all man posses, yet is never truly exposed unless the circumstances are correct. As Marlow journeys up the Congo, his encounters with the heart of darkness become more frequent and powerful. Through the novel, he battles his own heart of darkness until he finally gives into it at the end of the novel. Through Kurtz’s death, Kurtz was able to say something true about the mess that human life has become: The horror! The horror! Because of Kurtz, Marlow was able to look into the darkness that Kurtz had gotten lost in, and learn from that darknesswhether this was beneficial or harmful is an uncertainty.

Samurai Research Paper Example | Topics and Well Written Essays - 1500 words

Samurai - Research Paper Example rs by the Samurai class has increased to the extent of Emperor’s courtiers playing no role and remaining idle while Samurais were fighting battles on the horse backs with bows and arrows as well as newly crafted curved swords (http://www.samurai-archives.com/ots.html). The samurai warriors’ downfall came with modernization of Japan. In most of the cases, a country’s modernization is welcomed by its people and the government but that was not true in the case of Japan. Military class ruled Japan with extended responsibilities to serve the people and social affairs. This class was called ‘Samurai’ who not only defended the boundaries but were active in the social and cultural settings, and were distinct by being given a status of elite class by the rulers but they were not able to keep their hold on the nation and society for too long. With the downfall of Tokugawa shogunate, the rulers since 1600s to mid of 1800s, the coming back to power of the king in 1868, the newly established Meiji bureaucrats wanted reformation of the country to its earlier status. This reformation brought to the end the samurai class of warriors by late 1870’s; the downfall was not totally due to progress on the technology front but reform in all walks of life such as social, political, and cultural (Moscardi, 2007). The Meiji rulers wanted to restore the old glory of Japan, which came under aggression due to treaties made with the U.S. by the Tokugawa bakufu rulers, which put foreigners in an advantageous position by not charging taxes on imports and granting them immunity to Japanese law. The Emperor Meiji wanted to bring Japan on the same platform were the whole of West was standing. The aim of reformation was â€Å"having an economics system of industrial capitalism and a political system of liberal or quasi-liberal constitutionalism as in the U.S. and other European countries (Mason 257)).† With the opening of Japanese ports to others and ending seclusion in the mid 1800’s,

Teaching childern Essay Example | Topics and Well Written Essays - 750 words

Teaching childern - Essay Example I have come to realize that it is easier to handle young children that mature people, young children in the first place are submissive and attentive to you as an adult, and they demonstrate high level of commitment when you have something to address to them. This is not the case with handling mature students who have several things in the mind and in most cases are not even concentrating on what they are told. With regard to this, several factors that I have learned since I started teaching young children have revolutionized my perception about them and I now hold a completely different opinion over them. The children are quite cooperative if you understand their needs and psychology during teaching. Teaching children requires some of the abilities that if one was not born with, then you have to adapt to them through learning. One thing that will be appreciated about the young children is that they are not conscious or cognizant of many things that take place a round them. This is pr obably the things people fear with children-their inability to concentrate. By teaching the young children, I have leant that they have rather shorter tolerant capacity and needs not to be given several information at ago as we do it for most of the mature learners. When dealing with most of the young children, there has to be several interruptions that involve breaks so that you can engage them in dancing, singing, playing and other things that are off teaching so that they relax their brains in preparation of the next session (Gordon 39). Young children can grasp the teaching contents from the teacher through such initiatives; otherwise, it may be a mirage. Again as a teacher, you should also be prepared of several disappointment form the children and you should not take them personal as most of the children are not aware of the importance of the class sessions and they have to be made to understand this though cooperation and in a simple way (Schwartz 44). Catching emotions with such disappointment can only work to keep the children a way the next day or may make them very timid that they will not be concentrating in the class but on your personality as a fierce and ruthless teacher. With this information, I do recommend the work for any other person so that you can also have first hand experience in relating with children at a close range (Gordon 43). There are psychological strengths, problems that one needs to understand in children, and this is only possible when you relate to them in a close range and get to acclimatize to their level. It is also possible that after teaching a group of young children, you are likely to develop a better understanding of the children’s requirement and will definitely improve on how you relate with your own children because you will understand them better. Through my engagement with the children, I have learnt that patience and tolerance are the prerequisites of success in doing everything. Initially, I was not sur e whether I would succeed in doing the job, but through the two virtues, I was able to cope with it and later realized that all is possible through consistency. I have also leant that every stage in life comes with different strengths and weaknesses and that all these can still be rationalized such that cusses becomes inevitable (Schwartz

What makes an effective learning environment in a Primary Classroom

What makes an effective learning environment in a Primary Classroom Education is the most important shared experience of our livesit is so important and so all pervasive that it is almost impossible to define (Aldrich, 1996) The role of the teacher is an ever changing one; however the proposed goals of teaching have always been the same in relation to bringing about intended learning goals from pupils of all abilities. Berliner (1978) suggests that the effective teacher is one who is able to demonstrate the ability to bring about intended learning goals, the two critical dimensions of effective teaching being intent and achievement. Without intent, the pupils achievements become random and accidental rather than controlled and predictable. The Oracle Study provided a framework for what its research concluded to be the traits of an effective teacher, a high number of interactions with pupils and higher level questioning required of pupils was just two of the behavioural patterns consistently displayed by effective teachers. Branching from the same study Rutter (1979) stated that for a teacher to be considered effective they should consistently give praise to pupils and hold them in high regards, which is especially important for younger pupils in terms of emotional development and self-efficacy. Rutter also pointed to the ability to provide stimulating educational programmes that would challenge pupils and which requires high expectations from them. Requiring high expectations from pupils is a theme that is common in the Hay Mcber Report (2000) which gives an insight on setting the attainment target high for the increase of motivation in pupils who may find their current level of work below their level. According to the report effective teachers set these high expectations of pupils and communicate them directly to the pupils in a clear and consistent manner so as to broaden their knowledge and interpretation of concepts. The teacher therefore must take into account the differentiation of a mixed ability group when setting such high standards so as to deal with the needs of the less able students, however the effective teacher must be relentless in their strive for high standards expected from all pupils regardless of differing and mixed ability. David Miliband MP during his role at the time as Minister for Schools stated that High expectation of every child, given practical form by high quality teaching based on a sound knowled ge and understanding of each childs needs. It is not individualised learning where pupils sit alone at a computer. Nor is it pupils left to their own devices which too often reinforces low aspirations. Setting such high expectations can also reverberate in a negative manner as it provides students with the need to compete with others in their class which will inevitably affect other pupils self esteem and create a competitive atmosphere in which some pupils will progress or fail under the pressure. Requiring such high expectations provides a counter-argument in relation to what Jean Piagets child development theories detailed. The basis of his philosophy was that all children are only capable to learn new concepts at set stages in which they reach at certain ages and that there are limits on their capacity to learn, meaning that pupils cannot be expected to conceptualize new ideas until they reach a certain stage as postulated by the theory of intellectual development. Alexander et al (1992) suggested that Piagetian theories about developmental ages and stages led to chronologically fixed notions of readiness which depressed expectations and discouraged teacher intervention. Jerome Bruner stated that it was possible for children to learn new concepts at any age in a suitable and intellectual manner. Unlike Piaget, Bruner postulated that learning derives from a pupils ability to actively engage with an interested adult through communication/speech and as such is renowned as a co nstructivist theorist. This model of learning takes a firm assumption that by using connected schemas, knowledge is gained, and that the child is an agent of their own learning. In contrast the transmission model oversees the teachers role as instructor in which the child is seen as a recipient of transmitted values from the teacher. The latter form of teaching is associated with more of a formal didactic model whilst the constructivist theory applies to a more open and active model of teaching. Although the latter theory may still be in its infancy it has proven challenging to develop any form of sustainable pedagogy deriving from its structure in which primary school teachers can use on a large class of 20-25 pupils. In relation to the former, Vygotsky has also given several applicable theories in connection to how children learn. Vygotsky (1978) first showed how speech can be a direct expression of thought, otherwise meaning that children at this particular age (3-7) find it help ful to develop conversational speech with themselves, what Vygotsky labelled as speech for oneself. Whilst Piagets view of this stage would be to explain the withering away and the progression of the next stage, Vygotsky suggested that this speech becomes internalised which develops into inner speech and lastly into internal thought. As Britton (1989) says, if speech in childhood lays the foundations for a lifetime of thinking the implication for pedagogy is enormous, and verbal communication should have a major role in classroom life, particularly at infant level. Vygotksy also postulated the theory involving the zone of proximal development. This refers to The gap that exists for children between what they can do alone and what they can do with help from someone more knowledgeable or skilled than themselves. Vygotsky emphasises the role of the social environment and how the role of the teacher is of vital importance, the effective teachers role to make the learning environment as interactive as possible and through language to lead children into new zones of proximal development (Edwards and Mercer 1989). The learning environment can also refer to the emotional environment that the school provides in ensuring that pupils feel valued and accepted for themselves, without this children will not feel sufficiently secure to take risks and make mistakes which are crucial in the creative process of learning, Mckellar (1957) explains that the arrangement of the physical space can aid concentration, create a mood conducive to creativity and increase motivation. In support of this Jean Piaget explains how interaction with the environment impacts upon progression in learning and it is only through individual interaction that progression will take place; he showed how it is the adults role to provide a stimulating environment and to identify the stage of development individual children have reached so that appropriate materials can be presented, rather than to actively intervene in the learning process. It is therefore the teachers responsibility to select a learning environment which will encour age curiosityto focus the pupils attention on enquiries which will lead to useful discovery (Learning styles and Inclusion p.98). The learning environment takes into account the people and the space in which pupils will progress and be nurtured, a purposeful learning environment is one in which children feel safe, cared for and relaxed. These similarities are summed up by the DFES who explained that an appropriate physical environment offers access to an outdoor as well as an indoor space and should provide a place where children have opportunities to explore, learn and develop with the support of sensitive and knowledgeable adults. Self-esteem can be a critical factor in determining how a child perceives themselves and others, high self-esteem can give a child a sense of security and competence and because esteem is all about perception it can change on a regular basis. The environment of the school and learning environment plays a pivotal role in harbouring self-esteem, the learni ng environment is a seriously underrated concept in the way it shapes pupils learning, for many pupils the learning environment is what is situated inside the classroom, however it can also refer to outside agents such as the library and the pupil home. In terms of behaviour in the classroom and the classroom environment, children cannot feel safe and secure if adults caring for them do not provide boundaries. Learning is thus considered to be significantly determined by an individuals self-esteem, self-belief, expectations and the quality of school-based relationships with adults and peers. These models support a transactional theory of learning as proposed by Vygotsky (1962) and implies that pupils and teachers need to develop appropriate affective, cognitive and social behaviours for effective learning to take place in school contexts. These boundaries that are to be provided take the shape of class rules which are to be enforced by the teacher and act as an important reminder to keep social contexts in order, however rules could hold a negative connotation as it creates a constricted feeling of powerlessness and conformity. The idea behind rules is to make the environment safe and consistent which is important in learning enviro nments. The teacher controls the flow of the classroom and will often use non-verbal language, even when not intentionally meaning to convey a message through non-verbal ways a smile to an individual pupil could increase their self-esteem more than that teacher will know, in contrast a fixed stare could have the desired effect on a misbehaving pupil and evoke a sense of shame. In contrast, the giving of rewards and punishments in a more physical manner can create a more conscious feeling within the pupils as it more obvious of how the teacher is reacting to their behaviour. Furthermore it is important to acknowledge that when discussing the behaviour that it does not simply apply to a pupil who is rated as good or bad but that it materializes into other concepts of a pupil who demonstrates being of a shy nature or who withdraws themselves from activities due to confidence issues. Teachers can sometimes contribute to the causes of bad behaviour. Unfairness, impatience and poor lesson preparation can create the conditions for resentment and discontent to occur. The end result is deterioration of the atmosphere, control problems and a negative impact on learning. When difficulties arise trainee and some experienced teachers tend to blame the children (Jacques 2007). Florian (2005) suggested that inclusive education is not a denial of individual difference, but it is an accommodation of it within the structures and processes that are available to all learners. Inclusion is an ever changing process rather than a sudden change and a process that will take time to achieve, all too often the term inclusion is often associated and linked with the term Special Educational Needs, however inclusion is a broad concept and takes into account not only pupils with special educational needs but those students with additional educational needs also, which may take into account pupils with social and economic issues and also pupils who exceed their set targets e.g. Gifted and Talented pupils. Great emphasis is placed on tailoring education to reflect childrens individual needs, interests and aptitudes. In order for children to thrive and to reach their full potential it is essential that they feel secure, valued and settled. Learning opportunities need to be pl anned that reflect the diverse learning needs of the pupils in the class. The national curriculum inclusion statement outlines how school will be able to alter the National Curriculum programme for the purpose of providing all students with substantial and suitably challenging work at each stage of learning. This statement acknowledges that schools have an accountability to ensure a broad and balanced curriculum is provided for all students. Although the National curriculum initially sets out a structure for teachers to enable them to know what pupils should know at each stage, all pupils need to experience success and achieve their individual potential. Pupils with learning difficulties are no exception, even though their individual potential may be different from others of the same age. Expecting all pupils always to do the same work means that some will find the task too easy, whereas for some the challenge will be about right. There will still be a significant group in any class that will not understand the task, and which will fail. If failure occurs regularly pupils stop caring and begin to lack motivation, become disillusioned and are more likely to be disruptive. It is a teachers responsibility to ensure that all pupils succeed, and a test of their professional skills is to modify activities and resources to that end. A childs sense of belonging in the school community is a vital element of inclusion; belonging is fostered by attitudes of staff and other pupils to individual difference and additional learning needs (Gray 2002). According to the DFES website a Pupils social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities and to work with others for the common good to display a sense of belonging and willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process i n each of their communities. http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/spiritual-moral-social-and-cultural-development/index.aspx. Published in 2005 the Every Child Matters paper documented 5 outcomes as being important to a childs well being in school and later in life. Two of the proposed headings were to Be Healthy and Enjoy and Achieve. These sums up of the true meaning of education, a child cannot learn to their potential unless they feel safe on an emotional and physical level and the effective teacher should ensure that every child reaches their full potential regardless of their ability in class.

Born on the Fourth of July

Born on The 4th of July is a film based on the true story of Ron Kovic, a young, naive man who went to Vietnam in the noble efforts of serving his country – once there, he was shot in the chest and was forever paralyzed. He returned to a United States which didn't believe in the war, and didn't believe in him. He soon grows embittered with life, losing his chances to be a man, condemned to a wheelchair for the rest of his life. He eventually joins the anti-war movement, gets thrown out of the Republican Convention where Richard Nixon is speaking, and finally is allowed to speak at the Democratic National Convention in 1976. The idyllic 1950's to the turbulent 1960's represented a dynamic shift in American culture. The end of World War II prompted a booming economy and the American dream of your own house with the white picket fence was born. Although the 50's were picturesque in some respect the end of WWII entrenched a deep fear of Communism. As America entered Vietnam the conservative ideals of the WWII generation clashed with the rising student and youth awareness. This movie represents a modern view of the Vietnam War era and the transformation that occurred throughout the country with varying degrees of historical accuracy. The opening scene of the movie pictures the mood of the country in the mid to late fifties. It romanticizes war with the parade scene and the kids playing army. This plays on the theme that some war is good, or at least justifiable. Kovic, the main character of the film, is a patriotic person wanting to serve his country and believing that Vietnam would be his chance. . The U. S. became polarized over the war. Many supporters of U. S. involvement argued for what was known as the domino theory, a theory that believed if one country fell to communism, then the bordering countries would be sure to fall as well, much like falling dominoes. This theory was largely held due to the fall of eastern Europe to communism and the Soviet sphere of influence following World War II. In the movie as Kovic and his friends discuss entertaining the Marines the ideas of containment and the domino theory are discussed. Kovic enlist and the Marines, where he fights on the front line of the Vietnam war. He is later shot and thus paralyzed from half of his body. Kovic spends months in a Veteran hospital in Brooklyn, NY. The conditions of this hospital are deplorable. Patients are left to lie in their own fecal matter while they are ignored and mistreated by the Doctors and Nurses. It is then that Kovic begins to see how Americans felt about the war he so proudly went into. By 1970 nearly 50,000 had already been killed and up to 200,000 wounded. Even though this number paled in comparison to the 100,000 South Vietnamese and more than 500,000 North Vietnamese who had died, many Americans thought the number far too high for the mere defense of a strip of jungle on the other side of the world. Morale had fallen to an all-time low both for the families at home and for the men in the field. Veterans’ protest groups such as the Vietnam Veterans Against the War became increasingly vocal, attacking U. S. policy after they came home. Kovic eventually joined this group emerging as a strong voice against the war. The neglect and resentment of veterans was an unfortunate social effect of the war. While after other wars, the soldiers were welcomed back with parades and open arms, the Vietnam veterans were shunned, demeaned and booed. This was accurately depicted in this movie when Kovic returns and is mistreated at the hospital, and during a Fourth of July Parade he is booded at. Since it was such an unpopular war, Americans held veterans responsible for the war, although many of them did not approve of the war either. The veterans' situation was a tough one, especially with little or no support. About 150,000 veterans came home wounded, or amputated, and at least 21,000 were permanently disabled, unable to work for the rest of their lives. Many developed illnesses after the war such as cancers liver disease and rashes, mostly due to exposure to Agent Orange. Having seen the horrors of Vietnam, many veterans were psychologically scarred. Nightmares, anxiety causing flashbacks, and fits of terror from loud noises were common behaviors reported amongst veterans. Approximately 830,000 survivors of Vietnam suffered mental and emotional disorders and showed symptoms of Post Traumatic Stress Disorder (PTSD) However many were unable to get the help they needed and deserved, because they were perceived as crazy and dangerous, and even deserving of their circumstance. Economic medical and educational aid was not made available to them right away, and many veterans felt abandoned by the country they served. In trying to deal with this situation, some veterans developed drug or alcohol habits and many felt driven to suicide. As the proud daughter of one of these Vietnam Veterans, I can tell you that this movie was difficult to watch at times. Growing up, most of my memories with my father are going to see him in the Veterans hospital. Therefore, I had the privilege of growing up around many Vietnam war Veterans. I saw firsthand the self medicating of drugs and alcohol. Many times when my sisters and I would visit my father, we never really knew who we were going to get, the fun loving father, or the drugged up father. As I got older my father slowly began to talk about his experiences in Vietnam. My father’s accounts of what happened during the war and after the war, are chilling. This movie accurately depicted many of them, as the stories my father has are not so different from many American Heroes that Served in the Vietnam War. References http://www.sparknotes.com/history/american/vietnamwar/section9.rhtml http://en.wikipedia.org/wiki/Opposition_to_the_U.S._involvement_in_the_Vietnam_War Born on the Fourth of July Born on The 4th of July is a film based on the true story of Ron Kovic, a young, naive man who went to Vietnam in the noble efforts of serving his country – once there, he was shot in the chest and was forever paralyzed. He returned to a United States which didn't believe in the war, and didn't believe in him. He soon grows embittered with life, losing his chances to be a man, condemned to a wheelchair for the rest of his life. He eventually joins the anti-war movement, gets thrown out of the Republican Convention where Richard Nixon is speaking, and finally is allowed to speak at the Democratic National Convention in 1976. The idyllic 1950's to the turbulent 1960's represented a dynamic shift in American culture. The end of World War II prompted a booming economy and the American dream of your own house with the white picket fence was born. Although the 50's were picturesque in some respect the end of WWII entrenched a deep fear of Communism. As America entered Vietnam the conservative ideals of the WWII generation clashed with the rising student and youth awareness. This movie represents a modern view of the Vietnam War era and the transformation that occurred throughout the country with varying degrees of historical accuracy. The opening scene of the movie pictures the mood of the country in the mid to late fifties. It romanticizes war with the parade scene and the kids playing army. This plays on the theme that some war is good, or at least justifiable. Kovic, the main character of the film, is a patriotic person wanting to serve his country and believing that Vietnam would be his chance. . The U. S. became polarized over the war. Many supporters of U. S. involvement argued for what was known as the domino theory, a theory that believed if one country fell to communism, then the bordering countries would be sure to fall as well, much like falling dominoes. This theory was largely held due to the fall of eastern Europe to communism and the Soviet sphere of influence following World War II. In the movie as Kovic and his friends discuss entertaining the Marines the ideas of containment and the domino theory are discussed. Kovic enlist and the Marines, where he fights on the front line of the Vietnam war. He is later shot and thus paralyzed from half of his body. Kovic spends months in a Veteran hospital in Brooklyn, NY. The conditions of this hospital are deplorable. Patients are left to lie in their own fecal matter while they are ignored and mistreated by the Doctors and Nurses. It is then that Kovic begins to see how Americans felt about the war he so proudly went into. By 1970 nearly 50,000 had already been killed and up to 200,000 wounded. Even though this number paled in comparison to the 100,000 South Vietnamese and more than 500,000 North Vietnamese who had died, many Americans thought the number far too high for the mere defense of a strip of jungle on the other side of the world. Morale had fallen to an all-time low both for the families at home and for the men in the field. Veterans’ protest groups such as the Vietnam Veterans Against the War became increasingly vocal, attacking U. S. policy after they came home. Kovic eventually joined this group emerging as a strong voice against the war. The neglect and resentment of veterans was an unfortunate social effect of the war. While after other wars, the soldiers were welcomed back with parades and open arms, the Vietnam veterans were shunned, demeaned and booed. This was accurately depicted in this movie when Kovic returns and is mistreated at the hospital, and during a Fourth of July Parade he is booded at. Since it was such an unpopular war, Americans held veterans responsible for the war, although many of them did not approve of the war either. The veterans' situation was a tough one, especially with little or no support. About 150,000 veterans came home wounded, or amputated, and at least 21,000 were permanently disabled, unable to work for the rest of their lives. Many developed illnesses after the war such as cancers liver disease and rashes, mostly due to exposure to Agent Orange. Having seen the horrors of Vietnam, many veterans were psychologically scarred. Nightmares, anxiety causing flashbacks, and fits of terror from loud noises were common behaviors reported amongst veterans. Approximately 830,000 survivors of Vietnam suffered mental and emotional disorders and showed symptoms of Post Traumatic Stress Disorder (PTSD) However many were unable to get the help they needed and deserved, because they were perceived as crazy and dangerous, and even deserving of their circumstance. Economic medical and educational aid was not made available to them right away, and many veterans felt abandoned by the country they served. In trying to deal with this situation, some veterans developed drug or alcohol habits and many felt driven to suicide. As the proud daughter of one of these Vietnam Veterans, I can tell you that this movie was difficult to watch at times. Growing up, most of my memories with my father are going to see him in the Veterans hospital. Therefore, I had the privilege of growing up around many Vietnam war Veterans. I saw firsthand the self medicating of drugs and alcohol. Many times when my sisters and I would visit my father, we never really knew who we were going to get, the fun loving father, or the drugged up father. As I got older my father slowly began to talk about his experiences in Vietnam. My father’s accounts of what happened during the war and after the war, are chilling. This movie accurately depicted many of them, as the stories my father has are not so different from many American Heroes that Served in the Vietnam War. References http://www.sparknotes.com/history/american/vietnamwar/section9.rhtml http://en.wikipedia.org/wiki/Opposition_to_the_U.S._involvement_in_the_Vietnam_War

Mobile Phones Essay

A mobile operating system, also referred to as mobile OS, is the operating system that operates a smartphone, tablet, PDA, or other digital mobile devices. Modern mobile operating systems combine the features of a personal computer operating system with touchscreen, cellular, Bluetooth, WiFi, GPS mobile navigation, camera, video camera,speech recognition, voice recorder, music player, Near field communication, personal digital assistant (PDA), and other features. History Main article: Smartphone Mobile operating system milestones mirror the development of mobile phones and smartphones: ââ€" ª 1979–1992 Mobile phones have embedded systems to control operation. ââ€" ª 1993 The first smartphone, the IBM Simon, had a touchscreen, email, and PDA features. ââ€" ª 1996 Palm Pilot 1000 personal digital assistant is introduced with the Palm OS mobile operating system. ââ€" ª 1996 First Windows CE Handheld PC devices are introduced. ââ€" ª 1999 Nokia S40 OS was officially introduced with the launch of the Nokia 7110 ââ€" ª 2000 Symbian became the first modern mobile OS on a smartphone with the launch of the Ericsson R380. ââ€" ª 2001 The Kyocera 6035 is the first smartphone with Palm OS. ââ€" ª 2002 Microsoft’s first Windows CE (Pocket PC) smartphones are introduced. ââ€" ª 2002 BlackBerry releases its first smartphone. ââ€" ª 2005 Nokia introduced Maemo OS on the first internet tablet N770. ââ€" ª 2007 Apple iPhone with iOS introduced as an iPhone, â€Å"mobile phone† and â€Å"internet communicator.†[1] ââ€" ª 2007 Open Handset Alliance (OHA) formed by Google, HTC, Sony, Dell, Intel, Motorola, Samsung, LG, etc.[2] ââ€" ª 2008 OHA releases Android 1.0 with the HTC Dream (T-Mobile G1) as the first Android phone. ââ€" ª 2009 Palm introduced webOS with the Palm Pre. By 2012 webOS devices were no longer sold. ââ€" ª 2009 Samsung announces the Bada OS with the introduction of the Samsung S8500. ââ€" ª 2010 Windows Phone OS phones are released but are not compatible with the previous Windows Mobile OS. ââ€" ª 2011 The MeeGo the first mobile Linux, combined Maemo and Moblin, was introduced with Nokia N9 in effect of cooperation of Nokia, Intel and Linux Foundation ââ€" ª In September 2011 Samsung, Intel and the Linux Foundation announced that their efforts will shift from Bada, MeeGo to Tizen during 2011 and 2012. ââ€" ª In October 2011 the Mer project was announced, centered around an ultra-portable Linux + HTML5/QML/JS Core for building products with, derived from the MeeGo codebase. ââ€" ª 2012 The Lenovo K800 will be the first Intel powered smartphone (Android OS).[3] ââ€" ª Common software platforms ââ€" ª See also: Comparison of Android devices, List of BlackBerry products, List of iOS devices, Comparison of Symbian devices, and List of Windows Phone devices ââ€" ª The most common mobile operating systems are: ââ€" ª Android from Google Inc.[4] (free and open source)[5] ââ€" ª The Galaxy Nexus running Android 4.0.1 ââ€" ª Android was developed by a small startup company that was purchased by Google Inc. in 2005, and Google continues to update the software. Android is a Linux-derived OS backed by Google, along with major hardware and software developers (such as Intel, HTC, ARM, Samsung, Motorola and eBay, to name a few), that form the Open Handset Alliance.[6] Released on November 5th 2007, the OS received praise from a number of developers upon its introduction.[7] Android releases prior to 2.0 (1.0, 1.5, 1.6) were used exclusively on mobile phones. Most Android phones, and some Android tablets, now use a 2.x release. Android 3.0 was a tablet-oriented release and does not officially run on mobile phones. The current Android version is 4.1. Android releases are nicknamed after sweets or dessert items like Cupcake (1.5), Frozen Yogurt (2.2), Honeycomb (3.0), Ice Cream Sandwich (4.0) and Jelly Bean (4.1). Most major mobile service providers carry an Android device. Since the HTC Dream was introduced, there has been an explosion in the number of devices that carry Android OS. From Q2 of 2009 to the second quarter of 2010, Android’s worldwide market share rose 850% from 1.8% to 17.2%. On 15 November 2011, Android reached 52.5% of the global smartphone market share.[8] ââ€" ª The Apple iPad tablet computer uses a version of iOS. ââ€" ª bada from Samsung Electronics (closed source, proprietary) ââ€" ª This is a mobile operating system being developed by Samsung Electronics. Samsung claims that bada will rapidly replace its proprietary feature phone platform, converting feature phones to smartphones.The name ‘bada’ is derived from ë °â€Ã«â€¹ ¤, the Korean word for ocean or sea. The first device to run bada is called ‘Wave’ and was unveiled to the public at Mobile World Congress 2010. The Wave is a fully touchscreen running the new mobile operating system. With the phone, Samsung also released an app store, called Samsung Apps, to the public. It has close to 3000[9] mobile applications. ââ€" ª Samsung has said that they don’t see Bada as a smartphone operating system, but as an OS with a kernel configurable architecture, which allows the use of either a proprietary real-time operating system, or the Linux kernel. Though Samsung plans to install bada on many phones, the company still has a large lineup of Android phones. ââ€" ª BlackBerry OS from RIM (closed source, proprietary) ââ€" ª This OS is focused on easy operation and was originally designed for business. Recently it has seen a surge in third-party applications and has been improved to offer full multimedia support. Currently Blackberry’s App World has over 50,000 downloadable applications. RIM’s future strategy will focus on the newly acquired QNX, having already launched the BlackBerry PlayBook tablet running a version of QNX and expecting the first QNX smartphones in early 2012.[10] ââ€" ª iOS from Apple Inc.[4] (closed source, proprietary, on top of open source Darwin core OS) ââ€" ª The Apple iPhone, iPod Touch, iPad, and second-generation Apple TV all use an operating system called iOS, which is derived fromMac OS X. Native third party applications were not officially supported until the release of iOS 2.0 on July 11th 2008. Before this, â€Å"jailbreaking† allowed third party applications to be installed, and this method is still available. Currently all iOS devices are developed by Apple and manufactured by Foxconn or another of Apple’s partners. ââ€" ª S40 (Series40) from Nokia (closed source, proprietary) ââ€" ª Nokia uses S40 OS in their low end phones (aka feature phones). Over the years over 150 phone models have been developed running S40 OS.[11] Since the introduction of S40 OS it has evolved from monochrome low resolution UI to full touch 256k color UI. ââ€" ª Symbian OS from Nokia and Accenture[4] (open public license) ââ€" ª Symbian has the largest smartphone share in most markets worldwide, but lags behind other companies in the relatively small but highly visible North American market.[12] This matches the success of Nokia in all markets except Japan. In Japan Symbian is strong due to a relationship with NTT DoCoMo, with only one of the 44 Symbian handsets released in Japan coming from Nokia.[13] It has been used by many major handset manufacturers, including BenQ, Fujitsu, LG, Mitsubishi, Motorola, Nokia, Samsung, Sharp, andSony Ericsson. Current Symbian-based devices are being made by Fujitsu, Nokia, Samsung, Sharp, and Sony Ericsson. Prior to 2009 Symbian supported multiple user interfaces, i.e. UIQ from UIQ Technologies, S60 from Nokia, and MOAP from NTT DOCOMO. As part of the formation of the Symbian OS in 2009 these three UIs were merged into a single OS which is now fully open source. Recently, though shipments of Symbian devices have increased, the operating system’s worldwide market share has declined from over 50% to just over 40% from 2009 to 2010. Nokia handed the development of Symbian to Accenture, which will continue to support the OS until 2016.[14] ââ€" ª The Palm Pre running HP (formerly Palm)webOS. HP purchased Palm in 2010. ââ€" ª Windows Phone from Microsoft (closed source, proprietary) ââ€" ª On February 15th, 2010, Microsoft unveiled its next-generation mobile OS, Windows Phone. The new mobile OS includes a completely new over-hauled UI inspired by Microsoft’s â€Å"Metro Design Language†. It includes full integration of Microsoft services such as Windows Live, Zune, Xbox Live and Bing, but also integrates with many other non-Microsoft services such as Facebook andGoogle accounts. The new software platform has received some positive reception from the technology press.