Movie Review on the movie entitled “Hook” Essay

Peter has completely forgotten his earlier incarnation, which is probably just as well for his career. Not many high rollers would entrust the fate of an unfriendly corporate takeover to a fellow who has a pal named Tinkerbell and as a mortal enemy a sword-buckled pirate with a hook for a hand. Vincent Canby, 1991 Steven Spielberg’s movie entitled â€Å"Hook† was Peter Pan’s future life. The director showed the life of Peter Pan after his â€Å"ended battle† with his mortal enemy, Captain Hook. Peter married Wendy’s grand daughter but still have a heart towards Wendy. After a long period of time without seeing each other, Peter and Wendy reunited again to reminisce the past but Peter did not think of Captain Hook’s new way of revenge – to capture his children as a favor to his presence in the Never Land. According to Hal Hinson, â€Å"Hook† is the story of Banning’s redemption; it’s an extravagant fable about how Banning recovers his past as Peter Pan, saving himself and his family by (please excuse the psychobabble) reclaiming his inner child. It’s a ’90s movie to the bone, yet another moral lesson for our time. It’s also great fun: big, splashy, energetic, one-size-fits-all Hollywood entertainment. There are different symbolisms, images, and ironies that emerged and developed all throughout the movie. Spielberg’s way of depicting the adult character of Peter Pan showed his strengths as a hero and weaknesses as a person. Tinkerbelle’s loyal character towards Peter Pan became the reason how Peter came back to his home. Wendy has grown old but she feels every situation that happens when it comes to the presence of Hook and other people from Peter’s world. Wendy, Tinkerbelle, and Peter Pan are all depiction of fictional reality that exists in an ideal and real world. The same old room where Wendy and Peter met still exists in this movie. It means that there is still something to happen beneath the big window of this room. Here is where Peter’s children capture and goes to the Never Land. Peter already forgot how to fly, which seemed to be his greatest armor against his enemies. However, through Tinkerbelle’s help, he soon recognizes his life during his childhood that led him to restore his power ad ability to fly. This movie also showed the real feelings of Tinkerbelle towards Peter Pan. She loved him so dearly that is why she is still loyal to Peter from his younger years up to the moment they meet again. For me, it shows that Peter Pain is the ideal man to become a partner of every woman. However, he is not a man of perfection because he could not able to raise his children with emotional attachment. He thinks that by giving them a good life will give him the credit of being a good provider. Peter’s being too busy with his work tends to for get his children’s emotional needs. This scenario shows the battle between being human and extra human being. When Peter came to Never Land, the division of children and adults was depicted. Children’s side is known to be the good ones while the adults’ side is the opposite – the bad ones. Despite of the fact that children in this movie know how to defend themselves, they have no violent armors within them during the time of battle. It shows that the director is sensitive to the limitation of its audiences, which mostly are children. There are two significant sports that were seen in the movie – basketball is the traditional game in Never Land while baseball emerged to become the popular game in the modern period. However, the director showed that baseball was played by the pirates, which means that there is an incorporation of new tradition to the old tradition to justify the difference of the two periods. The symbolisms of watch, hook, â€Å"play-doh† food, and the baseball and basketball ball played an important role to the characters’ establishment as well as the story’s resolution. The watch symbolizes time. The part where Captain Hook destroyed the watches and clock with the help of Peter’s son illustrated the impeding of time in their society. I have seen the reason why Peter’s son also destroyed the clocks is because of his father’s lack of time towards him, her mother, and his sister. It does not really that there is a crocodile, which Hook’s worst enemy aside from Peter Pan but a justification of devastate the transformation of age. At the end of the movie, Captain Hook was seen to be old like Peter Pan. His wig covers his white hair as a representation of old age. Steven Spielberg’s point of view to describe Peter Pan’s adulthood and the concept of being old wanted to convey that everyone gets old and there is no escape with that. Only the memory will obtain childhood through reminiscence of the past. The hook symbolizes strength and weaknesses in both occurrences. According to the Facts of Piracy, a pirate who lost one of his body parts whether a finger, a hand, a foot, an eye, or a limb means that he is already incapable of doing things. This shows Captain Hook is incapable of doing things around him. It means that he is not a reliable and powerful master at all, which is an irony of his character where everyone treats him as a king of all the pirates. It was seen that despite of power that lies within his men, he is a man of nowhere. He is nothing as what a true pirate depicts. That is why every time Hook and Peter Pan take their battle, Hook always kneels unto Peter’s feet not to kill him for he is nothing but an abusive and injustice pirate of his period. Because of this, Captain Hook’s hook was his only armor to hide his incapability and immoral personification of king and master of all pirates in the Never Land. The â€Å"play-doh† food that was seen in the part when Peter and the children of his community are eating their colorful food symbolizes childhood. Robin Williams as Peter Pan showed his life during his childhood when there is no problem, pain, and sorrow – only happiness, simple happiness that represents the Never land’s simple way of living. The baseball and basketball ball signifies circle of life. Peter’s son always played this ball not only because it was his favorite game but it also represents the wheel of survival and living. There are ups and downs, failure and success, happiness and sadness, and discontentment and contentment. All these experiences mould us to become better individuals like Spielberg has conveyed in his movie. It means that life is like a ball in whether situation it may be – we can always feel ups and downs in rounded tops of life. Marjorie Baumgarten stated that Hook breaks the cardinal rule of J.M. Barrie’s timeless fantasy — it grows up. It is true in literal sense because Spielberg made his main characters Hook and Peter Pan grow old. However, he had justified all his thoughts and arguments as well as the reasons why he showed Peter Pan adult life. It seems that it is a depiction of social reality that everyone needs to understand. It is also good enough to show the children audiences that no person lived in young forever for there is not such thing as this concept. Despite of the fact that this movie is a fiction, Spielberg showed that literature is the mirror of the society that everyone needs to live according to the rule of life. Spielberg showed what he wanted to convey in his movie. It is a simple justification of age transformation that can happen to Peter Pan once he grows old. Spielberg did not insist of impose that this is the truth behind Peter Pan’s future but an option or choice to look after if we think of the probable life of Peter Pan once he became a mortal being. In terms of effects, costumes, setting, and characters, Spielberg established the scenarios into a better situation to show the true meaning and essence of Peter Pan’s personality and life after breaking his immortal being. The whole movie tackles one thing – Peter Pan’s existence in reality and his depiction of life as a mortal character. There are some flaws that exist but they are not really significant to the development of the character and the resolution. It shows that this movie is not perfect but it has established the important things and arguments that are needed to be discussed. As a whole, the movie is good in terms of technicalities and the director’s justification to his claim but in terms of breaking the traditional perspective towards Peter Pan immortal being is somehow hard to accept because many of us already live in a realization that Peter Pan does not transform into a complex and unfamiliar person. Works Cited Hinson, Hal. 11 December 1991. ‘Hook.’ â€Å"Washington Post.† 27 February 2008. http://www.washingtonpost.com/wp-srv/style/longterm/movies/videos/hookpghinson_a0a725.htm Canby, Vincent. 11 December 1991. Hook (1991): Review/Film; Peter as a Middle-Aged Master of the Universe. â€Å"New York Times.† 27 February 2008. http://movies.nytimes.com/movie/review?_r=2&res=9D0CEEDD133EF932A25751C1A967958260&oref=slogin&oref=login Baumgarten, Marjorie. 13 December 1991. Hook. â€Å"Austin Chronicles.† 27 February 2008. http://www.austinchronicle.com/gyrobase/Calendar/Film?Film=oid%3a139216 WilczyÅ„ski, Krzysztof. (2008). Facts on Piracy. 27 February 2008. http://www.piratesinfo.com/detail/detail.php?article_id=57

Performance Appraisal Essay

Henrik Ibsen’s A Doll’s House is a dramatic play that epitomizes the sacrificial role of women, parental and filial obligations, and the unreliability of appearances. The play illustrates the story of the Helmers family, introducing the role and purpose of each character. Moreover the play shows the advantages and limitations of the dramatic form. First and foremost, Henrik Ibsen’s A Doll’s House shows the different advantages of the dramatic forms. These advantages give appeal to its audience. One of these advantages is the use of social interaction skills. With dramatic plays, one an enhance his/ her ability to interact to others, the way he/ she talks, and the way he/ she deliver his/her lines or part. Another advantage is the language development. The vocabulary is more improved in most dramatic play. Script writers often use words that are easy to understand but in addition, they also include new words that maybe new to the audiences’ hearing. Vocabulary is not the only part that is improved; sentence structuring is as well developed. In dramatic forms, organization of words is highly different. The third advantage of dramatic forms is the use of symbols. In literature, symbolism is very important. Symbols make the story more understandable for the audience or readers. Symbols are the objects, characters, figures, or colors used to represent abstract ideas and concepts. Lastly in dramatic forms, fantasy and reality are mixed together. Sometimes fantasy is being turned to reality and on the other hand reality is being turned to fantasy. However, A Doll’s House doesn’t only show the advantages of the dramatic forms, it also shows its limitations. These limitations sometimes let the audience want for more. Dramatic forms that are not detailed like Henrik Ibsen’s A Doll’s House turn off the audiences’ ppetite. Oftentimes plays are being summarized, script writers do not include unnecessary details, and they only write what is needed and appropriate for the play. They do not give the audience the whole picture, hence they let the audience think of their own conclusion in some part. In addition, plays have limitations on time. Script writers avoid the audience to get bored, so they avoid long and repetitive scripts. Also plays like this are confusing, since script writers do not give the whole picture to the audience; confusion starts to arise in the middle of the play. Summing up, Henrik Ibsen’s A Doll’s House shows the advantages and limitations of the dramatic forms. Advantages such as language development and use of symbols make dramatic forms more understandable and interesting. Therefore, these advantages help the audience to be more comfortable and attached to the story. On the other hand, the play also illustrates the limitation of dramatic forms.

The Nature of Good Teaching

There continues to be ongoing debate about the qualities of a good physical education teacher. For a long time it was considered that keeping the students â€Å"busy, happy, good† was an end in itself. This emphasis affords little attention to what the students actually learn in physical education classes. Physical Education in our curriculum today has changed as has the way we live our lives, entertain ourselves and technology.Before we look at what is considered today to be qualities of good physical education teaching, we need to look at where the notion of ‘busy, happy, good’ has come from. Richard Tinning, David Kirk and John Evens outline the progression of what has been deemed to be quality physical education in Australian schools over the decades. Their study looks at the methods being used by physical education teachers and what actually happens in the lesson instead of characteristics displayed by teachers.The notion â€Å"busy, happy, good† was s uggested to be a measure of quality teaching by Judith Placek in 1983. (Placek, 1983). Prior to Placek’s research one of the most commonly used tools to research the effectiveness of a teacher was the Academic Learning Time (ALT). An adaption of this was used for the research of effective physical education teaching research ALT-PE (Tinning, Kirk &Evans p. 139). This method of research was focussed on monitoring a student’s engagement and successful completion of the task.The research conducted by Judith Placek found that â€Å"for most teachers and student teachers the dominant concerns in teaching physical education are to keep the children ‘busy, happy and good’† (Tinning, Kirk &Evans, 1993). â€Å"Success, in many cases, is not Sharon or Bob learning to jump shot correctly. Success is related to the immediate, observable happenings in the gym. Are the students participating (busy), enjoying themselves (happy), and doing what the teacher directs (good)? (Placek, 1983, p. 54)When this was written in 1993 one of the main concerns with young people was the amount of time spent watching TV as the main source of their entertainment. Tinning, Kirk and Evans point out that for children to engage in their education they wanted to be entertained or they would disengage. Since the rapid growth of technology our lifestyles have changed and become more demanding. The population of developing countries has become less active leading toward significant health issues that impact the whole community.The World Health Organisation released a Global Strategy on Diet, Physical Activity and Health in response to the concerns of the changing lifestyles of developed countries in the last 25 years. (WHO, 2012) â€Å"Because of these changes in dietary and lifestyle patterns, chronic NCDs —including obesity, diabetes mellitus, cardiovascular disease (CVD), hypertension and stroke, and some types of cancer — are becoming increasingly significant causes of disability and premature death in both developing and newly developed countries, placing additional burdens on already overtaxed national health budgets† (WHO 2012).In 2007-08, one quarter of Australian children (or around 600,000 children aged 5-17 years) were overweight or obese, up four percentage points from 1995. Studies have shown that once children become obese they are more likely to stay obese into adulthood and have an increased risk of developing diseases associated with obesity (Australian Bureau of Statistics, 2010). The issue today for physical education teachers is still one of engagement and the need for students to have fun however these alone do not fully satisfy the curriculum standards by which we operate.The Victorian Essential Learning Standards (VELS) Health and Physical Education guidelines states; â€Å"(schools) provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health† (VELS, 2012). A student can be fully engaged, having fun and behaving well while not being aware of learning anything. So if keeping students ‘busy, happy and good’ is not enough then what does make a good physical education teacher?The Alliance for a healthier generation suggests that PE focuses more on the acquisition of lifetime skills and knowledge and exposes students to a wide variety of physical activities that can be engaged in for a lifetime (Alliance for a healthier Generation 2012). The Victorian Essential Learning Standards states â€Å"It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. (VELS 2012) It is obvious that as physical education teachers we have the opportunity to impact students for the rest of their lives either in a positive or a ne gative way. Unfortunately today there are children that have negative experiences in Physical Education. These experiences have the potential to negatively impact a student for the rest of their lives preventing them from enjoying regular participation in a local sporting and health community.VELS Health and Physical Education focuses on the importance of â€Å"lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. † (VELS, 2012) What the curriculum has set out to do is provide a positive foundation where students can be immersed in a motivating culture, that is â€Å"a force that energises, sustains and directs behaviour toward a goal† (Egan, Kauchak, 2007, p. 298).Some of the problems facing today’s physical education classes are outlined by Kathryn Meldrum and Jacqui Peters that include â€Å"an overcrowded curriculum, teacher who don’t like phys ical education won’t teach it, PE is not an academic area, teachers don’t have enough confidence to teach it, the schools facilities and equipment are poor† (Meldrum & Peters, 2012, p. 12). The lack of motivation is clear and passed onto students resulting in poor participation, low motivation and a negative impact that can affect a rise in chronic health issues.The Melbourne Declaration on Educational Goals for Young Australians addresses the role played by schools to â€Å"promote the intellectual, physical, social, emotional, moral, spiritual and aesthetic development of young Australians† (Meldrum & Peters, 2012, p. 13). To address the issue of ‘busy, happy, good’ quality physical education programs need to be embraced by the whole school community. One of the aims of physical education is to enable students to develop positive attitudes towards physical activity and lifelong habits of participation.The initial physical activity experience s which the child has at school will impact significantly on attitudes and practices in later life. Hence we need to ensure that the experiences in physical activity at school are positive in order to achieve this aim. (NSW Government, 2012) The National Association for Sport and Physical Education (USA) have outlined four components that contribute to high-quality physical education programs they include; opportunity to learn, meaningful content, appropriate instruction and student and program assessment.These alone are not enough to address the issues facing today’s students. Colin Marsh in his fifth edition of ‘Becoming a Teacher’ partly describes a good teacher to have â€Å"humanity and warmth – to know at all times what students in class are doing and also to care about what they are doing. † (Marsh, 2010, p. 3) Good teachers need to be able to motivate students. Generally students who are motivated have more positive attitudes and are more sa tisfied, persist on difficult tasks, and process information in depth and excel in learning experiences (Egan, Kauchak 2007).There is no one solution to providing a quality physical education program in schools today. Clearly we cannot be satisfied with the notion of ‘busy, happy, good’. Physical education encompasses physical mental emotional needs of students while creating socially engaged citizens, leaders and community minded citizens. Physical education is providing a platform of skills and motivation to further a life of healthy lifestyle habits. Physical education classes are not fitness centres where students receive their weekly exercise program and are kept engaged for the time spent there.To facilitate these needs takes cooperation from all school staff working together to strengthen Physical Education programs in local schools. Skilled teachers that are connected into local communities guiding students to further pursue what they have engaged in at school. Physical education is the one subject that has the greatest and longest lasting impact in a student’s life so we need to deliver a quality program to every student. Reference ListAustralian Bureau of Statistics, 2010, ‘Health: Obesity’, retrieved 29th August 2012, http://www. abs. gov. au/ausstats/[email  protected] nsf/Lookup/by%20Subject/1370. 0~2010~Chapter~Obesity%20(4. 1. 6. 6. 3) Eagan, P, Kauchak, D 2007, Theories of Motivation In Educational Psychology: Windows on Classrooms, 7th Edition, Pearson Education Publication, Upper Saddle River, NJ Marsh, C 2010, Becoming a Teacher: Knowledge, Skills and Issues, 5th Edition, Pearson Publication, Frenchs Forest, NSWMeldrum, K, Peters, J 2012, Learning to teach health and physical education: The student, the teacher and the curriculum, Pearson Publication, Frenchs Forest, NSW National Association for Sport and Physical Education, 2012, ‘Key Points of Quality Physical Education’, retrieved 29th Augus t 2012, http://www. aahperd. org/naspe/publications/teachingTools/QualityPE. cfm NSW Department of Eduaction, 2012, ‘What is good physical education? ’, retrieved 29th August 2012, http://www. curriculumsupport. education. sw. gov. au/secondary/pdhpe/assets/pdf/pa_025. pdf Placek, J 1983, Conceptions of success in teaching: Busy, happy and good? Teachings in Physical Education, Human Kinetics Publishers, Champaign, Illinois Tinning, R, Kirk, D & Evans, J 1993, Learning to teach physical education, Prentice Hall Publication, Melbourne World Health Organisation, 2012, ‘Global Strategy on Diet, Physical Activity and Health’, retrieved 29th August 2012, http://www. who. int/dietphysicalactivity/publications/trs916/intro/en/

Tourism in Turkey Research Paper Example | Topics and Well Written Essays - 1250 words

Tourism in Turkey - Research Paper Example 2008). Lemon et al., argues that life satisfaction increases with the frequency and the intimacy of the recreational activity (1972). While this remains so tourism helps meet the psychological needs for recreation and leisure (Ryan and Deci 2000). Tourism also combines within it the search for experiences that are new in life. It could be considered as part of one’s interests to learn, to buy, to eat, to explore/watch/see and to do something new. Behind every tourist enterprise a combination of factors, individually and collectively, determine the destination. The process of perceiving a place as one’s tourist destination is an important area in tourism related research. In this paper I briefly attempt to understand the possibilities offered by tourism in Turkey. The attempt is primarily from the perspective of understanding the potentials of Turkey to offer, and attract, the tourist with a stress free, romantic and collectively enjoyable holiday period. The paper also discusses such aspects of tourism as are related with its psychological aspects, aspects that are exclusively associated with the perception of images and places while deciding one’s tourist destinations, and the theoretical dimensions of discussing tourism from other possible perspectives. This attempt is precisely oriented towards understanding Turkey as a tourist site and as located within such multiple theoretical concerns related with its tourism possibilities. Turkey constitutes a bridge between Asia and Europe and has constantly been subjected to, and influenced by, the cultures of these two continents. Turkey is located at the crossroads of Europe, Asia, and Africa and is a gateway to both the East and the West. It shares its bounderies with Asian countries of Iran, Iraq and Caucasian countries like Georgia, Armenia and the European countries of Greece and Bulgaria. Apart from the fact it

Statuses and roles correspond (Sociology) Research Paper

Statuses and roles correspond (Sociology) - Research Paper Example Status is important since along with it are the different set of rights, obligations and roles of an individual is defined. While ascribed status is more of an association with your family and your group, race or economic standing, achieved status is more of an effort of the individual and is more fluid and changes over time. My own status as a middle-class individual or part of the common people is associated with my financial standing in the society. Living in a foreign land, my status as a foreigner gives me a reputation that I am not one of the people in this land and that I may seem different. Though through time, I have gained the status as a student and a manicurist, the roles and responsibilities assigned to be are limited by my ascribed status. Being a student also limits my roles, responsibilities and opportunities since I have yet to go up the status ladder. I believe that my master status right now is being a foreigner in this land, being a different nationality and being an employed student. The ascribed and achieved status that I have been assigned to is how the society sees me and in turn, the status I am in is how the society expects me to act and work with the flow of the

Quality Management in Business Essay Example | Topics and Well Written Essays - 3000 words

Quality Management in Business - Essay Example minimum errors in the operational procedures and improvising production services as per customers’ demand (Arab British Academy for Higher Education, n. d.). Specifically, in terms of hotels such as ‘The Rose and Crown’ that relies on customer service rather than selling products, errors can be of multiple forms. These can be providing the customers with inadequate levels of service or poor customer response time. All these forms of errors are normal in case of hospitality industry but the main concern lies on the management about how they deal with such issues and how fast they rectify them (Arab British Academy for Higher Education, n. d.). Quality, in terms of service in hotel industry is a process where the management team focuses on assessing the expectations of the customers for the services that they are offered with (AbuKhalifeh & Som, 2012). Customers’ expectations can be evaluated in terms of ‘reliability’, ‘assurance’ ‘responsiveness’ and ‘empathy’. In case of ‘The Rose and Crown’ hotel, the degrading quality of service towards customers can be stated as the cause of emerging major problems. Services provided by the hospitality organisations towards its customers can be segregated into multiple categories that together contribute towards the overall development of maintaining greater association with the customers (AbuKhalifeh & Som, 2012). Quality assurance and quality control are duly considered to be the subparts of total quality management (TQM). These two assessment tools provide both qualitative as well as quantitative data and thus play decisive roles in inspecting and assuring an organization’s quality service management. The data accumulated through these two processes eventually helps in developing and initiating strategies for improvising the quality of service and thus providing customer satisfaction (Shahin, n. d.). For bringing about improvement in ‘The Rose and Crown’ in terms of service, which is

Reflection paper Article Example | Topics and Well Written Essays - 250 words

Reflection paper - Article Example The documentary also identifies the marketing effects of politics, it discusses how the politicians utilize the marketing perspectives to be elected and stay in their offices. Information in the documentary is presented in a manner that indicates all the aspects of marketing. Douglass Rushcoff , the correspondent is unbiased on the factors he attributes on marketing. He talks of issues that concern the relation between marketers and consumers. He also mentions that consumers tend to be trapped in marketing and they are usually confused by the diversity in advertisement. The film indicates that the type of advertisement that has occupied the marketing world and how they are convincing to individuals. The aspect of marketing in politics is legit and common in various parts of the world. Politicians have been note to manipulate the image they want the society to view so that they can secure their offices and maintain their

Organisations and people Essay Example | Topics and Well Written Essays - 2500 words

Organisations and people - Essay Example This is a debatable reason because normally universities offer much more than colleges, however, due to the amount of enrollment, Ohio Dominican University cannot compete with many schools. I also feel the choice of extra curricular activities is also far more interesting at Columbus State Community College because since there are more students. I will get more specific as to why I chose Columbus State Community College in the following paragraphs. Body Ohio Dominican University is quite small which means that its programs have a home feel to them however in terms of providing opportunities for future job prospects, it is limited because of its weak enrollment numbers and small size of the campus. Some people feel that a small school is exactly what they want and need and a small size can actually improve the quality of life for people in school, however, it would be better if this school were larger like Columbus State Community College is. There is nothing wrong with a small school however it cannot compete with the large variety of experiences a larger school can offer. Once again, not everyone would agree about this however it is the stance I have chosen. Ohio Dominican University has the ability to provide a sense of comfort and a more relaxed atmosphere since it is very small but resources and quality are limited when larger schools exist because brighter students enroll in larger schools because of the many more choices of academic programs offered. A larger school means more programs, more opportunity, more competition, and a higher quality of education. Ohio Dominican University would be better in my opinion with a larger enrollment because they have a strong position with their Catholic affiliation and they offer many degree and post degree programs that are not offered in Columbus State Community College or any other college for that matter. Ohio Dominican University has a plan to achieve growth however if it does not achieve this goal, then it would be considered a worse school than many others that have attracted more students. The general look of their websites do not really speak of their distinctiveness or whether one is better than the other. Unfortunately only key factors like enrollment or programs offered allow me to make my comparisons. Completing a degree at a university in North American would allow for more job prospects though and allow a much greater chance to compete in the real world. College programs are able to provide great introductions to programs and provide a much more practical and hands on approach that is not involved in the university experience. Ohio Dominican University oddly has such a small number of students enrollment that the people who want to look into going there would most likely wonder why the enrollment is so small. There are small cities but the number attending there is extremely small. Many people in rural communities that are much happier with rural life, feel like attending a small school with few people is the greatest experience and they also feel they can get a much better quality education from these schools since enrollment is so low. One might also be able to take a stance that would suggest that no one school is better than any other because all colleges that are public are the same and all universities are the same. One might criticize lack of job prospects or the differences that one school may offer more opportunities

Challenges and issues regarding the effectiveness of the two way Essay

Challenges and issues regarding the effectiveness of the two way immersion program - Essay Example The two way immersion teachers integrate the majority and minority languages at the same school and deliver the content by equally using two different languages. The main goal of dual language education is to improve students’ bilingual skills, academic learning, and tendency to learn different cultural aspects from each other (Lindholm-Leary, 2012). In my research, I will discuss the challenges and issues that may negatively impact the outcomes of language learning in two way immersion and bilingual programs. These challenges may need to be considered in order to encourage parents to enroll their children in such programs. The first challenge is the perception that increased exposure to English develops higher level of proficiency in the children (Genesee and Lindholm-Leary, 2008). The study demonstrated that there is no correlation between the amount of time spent by English language learners in English language instructions, and higher level of proficiency. One study drew comparison between English language learners getting little English instructions in schools and students enrolled in a dual language program that learn the contents by equally using English language and their native language. The study showed that students who received little English have similar or more advanced proficiency compared to the proficiency of st udents that studied in dual language program (Lindholm-Leary, 2012). However, I think many other components such as untrained teachers and poor curriculum may influence the effectiveness of dual language programs. In my own experience of acquiring English language, I have observed that the Saudi schools do not mandate the teachers to use English language to teach English subjects, even though English subjects need to be taught in English. However, as a former Saudi student willing to learn English language, I tried to create my own English language environment; my TV

Carrots Essay Example for Free

Carrots Essay Carrots is a root vegetable that originated in Afghanistan over 5000 years ago for there seeds and leaves. But today carrots are enjoyed for their fresh delicious flavours coming in all shapes and sizes in a variation of different colours like orange, red, yellow, purple, and white. Carrots can be purchased in all kinds of forms shredded, baby carrot, diced, sliced, regular size with leaf on or leaf off. Carrots can be stored in the fridge for up to 3 months but to prevent spoilage remove green leaves because the leaves draw moisture from the root causing carrots to dry out. Also carrots should be stored away from apples because they give off ethylene gas which causes carrots to become bitter. Purchasing carrots from the grocery store should be dried off if they are wet and tightly sealed in a plastic bag, what this does is it increases the nutrition value. Carrots contain B-carotene (a source of vitamin A), also it has fibres, anti-oxidants, minerals, calcium, potassium, magnesium, vitamins C,K and B6, also carrots helps improve eye sight, skin nourishment, hair growth, and reduces the risk of heart disease, and cancer. Carrots have many alternative ways they can be used like chopped for mirepoix, blended for drinks, boiled for soups stews, fried for stir fry, steamed for side dishes, gratered for carrot cake, beauty remedies for hair skin, or simply eaten raw. There are many recipes for carrots like carrot cake, glazed carrots, or ginger carrot soup. References www. carrotmuseum. com. uk www. foodnetwork. com / www. marthastewart. com (recipes)

Dynamic Communication Strategies

Dynamic Communication Strategies COMMUNICATION STRATEGIES The word communication comes from a Latin word for commonness, including the prefix com- which suggests togetherness, joining, cooperation and mutually. Therefore, communication is definable as a mutual exchange between two or more individuals which enhances cooperation and establishes commonality. Communication is also seen as dynamic, not static and depending on the negotiation of meaning between two or more persons who share some knowledge of the language being used. Communication can be understood as the passing of information in humans, animals, computers, or any other cognitive entity. In a broader sense communication can refer to almost any type of movement, be it matter, energy, force or some effect. Space and time might be the only things that cant themselves be communicated. Human communication refers to the social interaction of giving and receiving information for the purpose of not only understanding, but also facilitating social connection. (Wikipedia, 2006) Communication strategies (CS), widely-studied in the fields of linguistics and second language acquisition, have been defined in various ways, but most definitions are based on the concept of problematicity (Kasper Kellerman, 1997, p. 2) For example, according to Tarone (1977), CS are à ¢Ã¢â€š ¬Ã‚ ¦used by an individual to overcome the crisis which occurs when language structures are inadequate to convey the individuals thought (p. 195). Fà ¦rch and Kasper (1983) defined CS as à ¢Ã¢â€š ¬Ã‚ ¦potentially conscious plans for solving what to an individual presents as a problem in reaching a particular communicative goal (p. 36). This concept of problematicity leads to problem-solving strategies that a speaker uses when lacking morphological, lexical, or syntactic knowledge. Communication strategies pertain to the employment of verbal or nonverbal mechanisms for the productive communication of information. It is also seen as an adaptation to the failure to realize a language production. They serve the purpose of negotiating meaning when either the linguistic structure or sociolinguistic rules are not shared between individuals or, in more straightforward terms, when the communicative act is on the point of breaking down. AVOIDANCE STRATEGIES Avoidance is a common communication strategy that can be broken down into several subcategories. The most common strategy is syntactic or lexical avoidance within a semantic category. Below is one of the examples of avoidance made by a learner. For example: L: I lost my road NS : You lost your road? L: Uh,à ¢Ã¢â€š ¬Ã‚ ¦I lost. I lost. I got lost. On the other hands, phonological avoidance is when the learner using other alternative of pronouncing a word (because of its phonological difficulty). For example, instead of using the word rally, the learner opted to say hit the ball In avoidance strategies, learners basically will create message abandonment. Message abandonment is leaving a message unfinished because of language difficulties. A more direct type of avoidance is topic avoidance. In this case, a whole of conversation might be avoided entirely that pose language difficulties. Learners will find alternatives in avoiding the conversation by changing the subject, pretending not to understand, simply not responding at all or noticeably abandoning a message when a thought becomes to express. COMPENSATION STRATEGIES Another common set of communication devices involves compensation for missing knowledge. There are eleven types in this strategy. The first is prefabricated patterns, where learners of beginning-level memorize certain stock phrases or sentences without internalized knowledge of their components. Examples for these memorized chunks of language are How much does this cost?, Where is the toilet?, I dont understand you. Such phrases are memorized by rote to fit their appropriate context or situation. The second type is code switching. Code switching is the use of a first or third language within a stream of speech in the second language. It occurs between two advanced learners with a common first language. This strategy may also include adding word endings from the new language onto words from the mother tongue. Examples of code switching are: switching to the mother tongue: Spanish/English: Have aqua please, Bahasa Malaysian/English: Suami saya dulu slim and trim tapi sekarang plump like drum (Before my husband was slim and trim but now he is plump like a drum) The third common compensatory strategy is a direct appeal for help. If the learners may stuck for a particular word or phrase, asking for aid from the interlocutor either directly ( eg what do ypu call?) or indirectly ( eg rising intonation, pause, eye contact, puzzled expression) . Within this category are those instances where the learner might appeal to a bilingual dictionary for help. The fourth type is circumlocution or synonym. Circumlocution is a figure of speech where the meaning of a word or phrase is indirectly expressed through several or many words. For example: scissors = a thing you use to cut other things, corkscrew = The thing you open bottles with. Circumlocution is often helpful while learning a new language, when one does not know the word for a particular thing. The fifth type is adjusting or approximating the message. Approximation is when the learning using an alternative term which expresses the meaning of the target lexical item as closely as possible. Altering the message by omitting some items of information, making ideas simpler or less precise, or saying something slightly different that means almost the same thing such as saying pencil for pen The sixth type is using of all-purpose words.learners extending a general, empty lexical item to contexts where specific words are lacking (e.g. the overuse of thing stuff, what-do-you-call -it, thingie ..) The seventh type is word coinage. Learners basically will make up new words to communicate the desired idea such as paper holder for notebook and vegetarianist for vegetarian. The eighth type is using non linguistic signals such as using physical motion, mime or gesture, in place of an expression to indicate the meaning Language based clues may come from the target language that the learner already knows, from the learners own language or from another language. For instance, if the learner does not know the expression association sans but lucratif (nonprofit association, in French), previous knowledge of certain words in English (association, lucrative) and French (sans= without) would give clues to the meaning of the unknown word, but (aim, goal), and of the whole expression. The ninth type is literal translation. Learners translate literally a lexical item, idiom, compound word, or structure from L1 to L2. The next type is foreignizing where the learner using a L1 word by adjusting it to L2 phonology (with a L2 pronunciation) and or morphology (adding to it a L2 suffix) The last type is stalling or time gaining strategies using fillers or hesitation devices to fill pauses and to gain time to think ( e.g. well, now lets see, uh, as a matter of fact.) Compensatory strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. It also intended to make up for an inadequate repertoire of grammar and especially of vocabulary. Eleven compensation strategies exist, clustered into two sets: guessing intelligently in listening and reading and overcoming limitations in speaking and writing. Guessing strategies, sometimes called inferencing, involve using a wide variety of clues linguistic and non-linguistic to guess the meaning when the learner does not know all the words Good language learners when confronted with the unknown expressions, make educated guesses. On the other hand, less adept language learners often panic, tune out, or grab the dog-eared dictionary and try to look up every unfamiliar word. Compensation Strategies allows learners to produce spoken or written expression in the new language without complete knowledge. It is true that certain compensation strategies like using mime or gestures are used in speaking. However, other Compensation Strategies adjusting or approximating the message, coining words, using a circumlocution or synonym, or selecting the topic can be used in informal writing as well as in speaking Many Compensation Strategies for production are used to compensate for a lack of appropriate vocabulary, but these strategies can also be used to make up for a lack of grammatical knowledge Compensation Strategies help learners to keep on using the language, thus obtaining more practice. In addition, some of these strategies such as adjusting or approximating the message help learners become more fluent in what they already know. Getting help and coining words lead learners to gain new information about what is appropriate or permissible in the target language.

An Overview Of Learning Three Theoretical Perspectives Education Essay

An Overview Of Learning Three Theoretical Perspectives Education Essay There are myriad perspectives on the learning process, understanding the mechanisms of and our understanding of learning as theory and the practical application of methodology has evolved considerably over time. Each theory contributes to our understanding of how learners integrate information and experiences from their environment. This has implications for individual growth and also for institutional policy and practice. In this paper I will review three theoretical perspectives on learning, namely the Constructivist/Cognitivist perspective, the Phenomenographic perspective, and the Socio-cultural perspective, I will describe the salient features and characteristics of each theory, and compare the similarities and differences across perspectives. This will include a discussion of how learners access information, make sense of that information, and act on it in deliberate and purposeful ways as a means of engaging with the world. From there I will investigate what these learning theories emphasize or give relevance to the concepts of context, meaning, and experience. The various perspectives each have something to say about the relationship between context, meaning, and experience as they relate to learning, however the importance of these core concepts differs in how each theory conceptualizes learning, and the importance of the role of context, meaning, and experience. Finally , I will conclude with examples that bring these perspectives to life in my everyday experience, and I will bind these theories together within a cohesive understanding of learning and education as it relates to the interrelationship of the concepts of intrinsic motivation, variation, and transfer. Three theoretical perspectives on learning There are numerous theories of learning, each emphasizing a particular feature of the learning experience. Various theories of learning also describe learning in different ways depending on the viewpoint of the observer. Each theory emphasizes ideas related to context, meaning, and experience in different ways as they relate to learning, both from the perspective of the learner and from the instructor/teacher/coach/mentor. Constructivist/Cognitivist Perspective Objectivity is the delusion that observations could be made without an observer (von Foerster, 1995, pg. 5) The Constructivist theoretical orientation holds that knowledge is acquired experientially, is mediated by our prior understanding, and is based on the belief that we learn by doing rather than observing, and that knowledge is built upon previous learning. The essential core of constructivism is that learners actively construct their own knowledge and meaning from their experiences (Doolittle, pg 1) Piaget was primarily concerned with cognitive constructions that occurred as a result of interactions with Constructivism emerged from early studies of learning, behaviour, and psychoanalysis, and the behavioural viewpoints of Watson, along with Kohler and Koffkas Gestalt psychology. (Tools pg. 7) Constructivism as theoretical understanding exists along a continuum from weak to strong forms constructivism This is an adaptive process whereby behaviours evolve to meet the changing demands of the environment, and cognition serves to makes sense of subjective experience. (Doolittle, 1999, 1) Constructivism emerged from schools of behaviourism and objectivism, which held that there was a knowable objective reality that existed independent of the individual. Constructivism takes the view that meaningful personal experience is the basis of knowledge and learning. Individuals construct meaning within a context of personal experience that is rooted in language, culture, and the social experiences of each individual. There can be no objectively verifiable truth or knowledge within constructivism, as each individual brings a unique perspective grounded in their own previous knowing. Much of this knowledge is tacit and resides in the implicit memory of the learner, but it exerts its influence and acts as a filter through which the individual sees new information and relates it to their understanding of the world. Knowledge and thus learning is constructed within the mind of the individual. Constructivism rejects the notion of an objective and knowable reality independent of the observer, and holds that knowledge of the world is constructed through the active cognitizing on the part of individuals. Constructivism rejects the notion of an oberver-independent world in favour of knowledge reflecting the subjective realities of the observer. (Glaserfeld, 1989, p. 3) Knowledge is not a representation of reality, but instead a collection of conceptual structures that turn out to be adapted or, as I would way, viable within the knowing subjects range of experience. (Glaserfeld, 1989, p. 4) Within Cognitive constructivism (explanation of scheme theory, accomodation, assimilation). Cognitive constructivism adheres to models of knowledge construction that consider the role of memory, cognitive constructs, and schemas without considering fully the subjective nature of knowledge as resident within the mind of the subject. Knowledge in this sense implies an internal representation that accurately reflects an observer-independent external reality. (Doolittle, 1999, 2) Radical constructivism differs from cognitive constructivism by advancing the idea that learning is an adaptive process, and that it is observer-dependent and resides in a fluid and dynamic cognition that considers the subjective experience of knowledge construction. Radical constructivism, like social constructivism, also accepts social interactions as informing knowledge construction. Social constructivism takes the view that social interactions contribute to knowing, and views the social and cultural context as anchoring knowledge to a specific time and place. (doolittle pg 4) These various perspectives exist on a continuum, however the most fundamental understandings are shared. We all hold memories of previous experiences; those collected memories and experiences, both tacit and explicit, become the lens through which we view our current unfolding reality. Emerging evidence within the realm of neuroscience and interpersonal neurobiology may predict further homogenization of constructivist philosophy and understanding. Interpersonal neurobiology views the brain as a social organ built through experience. This insight shifts Cognitive Constructivism further along the continuum in the direction of radical and social constructivism by lending supporting evidence to the two remaining epistemological tenets, namely that cognition organizes and makes sense of ones experience, and that knowing has roots in both biological/neurological construction, and social, cultural, and language-based interactions. (Doolittle, 1999) Learning is transactional, with experience influencing cognitive construction and the pliable cognitive constructions influencing our experience in a duality of experience and subjective reality. As Carr states, the growing body of evidence makes clear that the memory inside our heads is the product of an extraordinarily complex natural process that is, at every instant, exquisitely tuned to the unique environment in which each of us lives and the unique patterns of experiences that each of us goes through. (Carr, 2010, p. ) Carr recounts some of the current research on memory and experience, and expands on the idea that our brain structure continuously changes with experience; brain plasticity, the growing and pruning of synaptic connections over time, changes our very memories and our recollections of experience based on new experiences. (Carr, 2010, p. 190) Researcher Kobi Rosenblum further describes how memory, which in a sense is our recalled experience, can be a pliable and moving target. As he explains, ..the human brain continues to process information long after it is received, and the quality of memories depends on how the information is processed. (Carr, 2010, p. 191) Meaning within Cognitivist/Constructivist Perspective Meaning as significance for each perspective, but it is integral to an understanding of constructivism. Meaning is central to the intentionality of learners; relevance and meaning enhance a learners ability to relate with their world. It also relates to concepts of motivation as it relates to a learners sense of agency and engagement with their experience, ad it highlights the importance of culture and language as social mediators of learning The importance of these memory mechanisms to the development of cognitive psychology is that, once understood, they make it very clear that a persons ability to remember items is improved if the items are meaningfully related to each other or to the persons existing knowledge. The key word here is meaningful.Wynn pg.4 What is meaningful to people is determined by what they can remember of what they have already learned. Wynn pg 4 Opportunities for learning within a constructivist framework occur most readily when what is being learned has relevance or high emotional valence for the learner; in other words when information or experiences are meaningful. In order for learning to be meaningful it should be relatable to previous knowledge and experience. This building-block model of knowledge and experience is entirely consistent with a learner as meaning-maker. The implications for teaching and educational pedagogy are that tasks that have meaning and relevance tend to be of greater intrinsic interest to learners. Research on the experience of learning speaks to the importance of meaning as it relates to knowledge construction, and speaks of the importance of autonomy, agency, choice, and collaboration in driving our instrinsic motivational desires to engage in meaningful tasks, remember and recall information, self-organize, and be curious. A learning context rich in meaning is crucial. Context within Cognitivist/Constructivist Perspectives Learning occurs most successfully at the intersection of a learners previous knowledge of the world and the experience of socially mediated interactions with others, and is influenced by all accumulated social and cultural experiences. (Bodrova Leong, 2007, p. 9) The context for learning resides within the experience and imagination of the learner, and is rooted in prior experience and is mediated by teachers/facilitators and the ecological setting or context. Within this learning context, Feuerstein describes the role of mediation. The mediator creates in a person an approach, a form of reference, a desire to understand phenomena, a need to find order in them, to understand the order that is revealed, and to create it for oneself. (Feuerstein, Feuerstein, Falik, 2010, p. 37) Mediators can take many forms, but they share in common an ability to potentiate a learners ability to benefit from learning experiences. In the absence of a mediator, even in cases where individuals acquire knowledge, they may not understand its significance. (Feuerstein et al., 2010, p. 37) Experience within Cognitivist/Constructivist Perspectives As learners construct their own experiential reality within a social and cultural context, the dyadic interactions that unfold imply a degree of collaboration and engagement with learning that is intrinsically motivated by a meaningful context within which learning occurs/unfolds. Collaborative learning is by its nature socially constructed learning, where the interest of learners is central, meaningful, and contextual. Decontextualized learning by contrast lacks a sense of connection to the experience of learning. Prior experiences of learning are diminished when there is no meaningful context, and authentic experiential learning suffers. When choice around structure and content is collaboratively negotiated, learners are granted a level of autonomy around how and what they learn, and experiences that are meaningful place learning within a context more suitable to the learning style, goals, and priorities of the learner. Kohn emphasizes these conditions of collaboration, content, and choice, as creating the conditions necessary for authentic and intrinsically motivated learning to emerge. (Kohn, ) Phenomenograpy/Variation Theory There is no learning without discernment. And there is no discernment without variation. (Marton, Trigwell, 2000) The theory of phenomenography is connected with the study of human experience, particularly as it relates to educational research. Phenomenography examines thinking and learning within the context of educational research, and seeks understanding of the different ways in which people experience, interpret, understand, perceive, or conceptualize a phenomenon, or certain aspect of reality. (Orgill, ) Marton defines phenomenography as a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something (Marton, 1986). One of the key epistemological tenets related to Phenomenographic theory relates to concepts of variation, discernment, and transfer. Marton postulates that in order for learning to occur, there must necessarily be a pattern of variation present to experience, and this pattern must be experienced. (Marton, variation, pg.1). In order for learning to occur, learners must experience a wide range of variation in experience, with sameness or similarity contributing little to our understanding of experience. Variation and difference create a broader context for understanding experience, and also expand our repertoire when encountering novel situations or circumstances. This transfer of learning is integral to variation theory and a key underpinning of phenomenography. Experiencing difference or variation may be likened to experiences of cognitive dissonance within constructivist models of learning, where an individual experiences dissonance and a perturbation and must adjust their conception of this new information within their existing paradigm. How we categorize, makes sense of, or identify with that difference relates to our discernment skills. Discernment allows a subject to see or sense an experience against the background of his or her previous experiences of something more or less different. ( Marton, pg.386). In essence, as subjects experience greater variation they become more attuned to increasingly subtle differences between the physical, cultural, symbolic, or sensual world that they inhabit. (Marton, pg 386) Every phenomenon that is experienced only in contrast to alternate experiences of the same phenomenon (marton, pg 387) The implications for pedagogy center on the manipulation of the objects of variation in order for learners to experience variation, become adept at discerning, and transfer learning across situations. Excellence in teaching has very much to do with what aspects of the object of learning are subjected to variation, and what aspects of the object are subject to variation simultaneously. (Marton, pg. 391) Subjects learn to manage novelty as a result of having experienced novelty through variation. (Marton, pg. 394). Transfer is concerned with how what is learned in one situation affects or influences what the learner is capable of doing in another situation. (Marton, pg. 499) Meaning within Phenomenographic/Variation Theory Perspective Context within Phenomenographic/Variation Theory Perspective A concept that illuminates ideas of context within the phenomenographic perspective relates to concepts of situated learning. Situated in this instance refers to what surrounds the learning event; that is, to the socially constructed life-world in which a particular instance of learning occurs. (Sameness in transfer, pg. 511) Sameness and difference in learning and experience are acknowledged, however the extent to which we can make use of something we have learned in one situation to handle another situation is a ma Conclusion Learning is not simply acquiring new information and storing it on top of the information we already have. It involves meeting something unexpected (what might describe as a perturbation), something that cannot be easily explained by those theories or understandings we have already developed. To resolve that conflict we have to change what we previously believed (kohn, pg 187) This explanation is the tie that binds constructivism, variation, theory and scheme theory to social learning, along with ideas of motivation and personal agency.

Dionysus and the Unraveling of Ideologies in The Bacchae Essay

Dionysus and the Unraveling of Ideologies in The Bacchae    Some evaluations claim that the Dionysus appearing in The Bacchae is fairly true embodiment of the ideals of ancient Athens. He demands only worship and proper reverence for his name, two matters of honor that pervaded both the Greek tragedies and the pious society that viewed them. In other plays, Oedipus' consultations with Apollo and the many Choral appeals to Zeus reveal the Athenian respect for their gods, while Electra's need for revenge and Antigone's obligation to bury Polyneices both epitomize the themes of respect and dignity. Yet although Dionysus personifies these two motifs, his clashes with the rest of Athenian tradition seem to make him its true adversary. Dionysius distinctly opposes the usual views on gender, age, rationality and divinity, leaving the reader to wonder whether these contrasts were Euripidean attempts to illuminate specific facets of the culture itself. Examination of Dionysus's challenges should begin with The Bacchae's most obvious perversion of custom, the question of gender. As Dionysus indicates early in the play, the enraptured band of Bacchant followers is comprised only of females: "Every woman in Thebes-but the women only- / I drove from home" (35-36). Though Cadmus further illuminates the matter by raising the question, "Are we the only men / who will dance for Bacchus?" (195-196), the text offers no definitive explanation for why Dionysus calls solely upon the women. A superficial reading might suggest that Euripides attempted to portray the stereotypical "weaker sex" as the one "more susceptible to invasive passions than men, especially eros and daemonic possession," but more is probably at stake.   Ã‚  Ã‚   As Edith Hall ... ...ty since "things could happen in the real life of Athens which were virtually unthinkable in tragedy, and vice versa." Perhaps the safest assessment of Dionysus is that while not a direct opponent of the traditional ways, his presence, and especially his effect on other characters, serves to highlight many social norms. According to Bernad Knox, "From start to finish, Euripides was 'attempting to show citizens bred in the traditional views...that such conceptions of the gods should offend them.'" Perhaps we as readers will never fully understand the Dionysus that appears in this play, but a closing look at a remark of the Chorus may bring us a step closer to this understanding: --What is wisdom? What gift of the gods is held in honor like this: to hold your hand victorious over the heads of those you hate? Honor is precious forever. (877-881)

Eating Disorders Essay -- essays research papers

Millions of American women struggle with eating disorders. An eating disorder is a disturbance in eating behavior. Most people associate eating disorders with anorexia nervosa, "active self-starvation or sustained loss of appetite that has psychological origins" (Coon 133), or bulimia nervosa, "excessive eating (gorging) usually followed by self-induced vomiting and/ or taking laxatives (Coon 411). They need to purge their bodies of calories in any way possible, so they may also use diuretics or even exercise compulsively. Their body images are severely distorted. They're the most talked about and the best studied eating disorders, and researchers estimate that nearly seven million women in the United States suffer from either anorexia or bulimia. But there's a newly recognized condition known as binge-eating disorder that is now considered the most common eating disorder. In the U.S. population, it has a frequency of about one to four out of every one hundred people. Although eating disorders afflict women much more often than they do men, it is estimated that about one million American men suffer from either anorexia or bulimia, and millions more have binge-eating disorder. Eating disorders are much more prevalent in industrialized countries. According to the American Psychiatric Association, eating disorders are most common in the United States, Canada, Europe, Australia, Japan, New Zealand, and South Africa. Americans today live in a fat-phobic society where, from a very early age, girls are raised to think that thin is better. The famous writer and theater critic Dorothy Parker once said, "no woman can be too rich or too thin," words that quickly became a catchphrase still used today. Many of us grow up learning to associate fat with ugliness and failure. Advertisements bombard us with thinner-than-normal models. Most Miss America contestants and fashion supermodels are more than fifteen percent below the expected weight for their height and age, a criterion for anorexia according to the American Psychiatric Association (Breen). It is not surprising to hear reports of healthy, children of normal weight who are concerned about their diet and afraid of becoming too fat, and of an increasing number of girls who haven't yet reached puberty who are showing signs of... ...ill take care of it for them. Their mindset needs to be changed, so by taking these burdens off of their shoulders, they will have less to worry about and more time to concentrate on getting well. This whole process is very difficult and very time consuming but well worth it in the end. These victims are probably the most caring and selfless of anyone, and they need to realize this point. So in helping them do so, you need to show them how many people are there for them and how many people care them and want them to get better. Basically, the good feelings are going to try to overpower the negative mind, making it mute. In conclusion, eating disorders are treatable through proper care and therapy. It is not something to take lightly and needs to be treated as soon as possible. Though these disorders can be treated they will never be completely cured; they are more â€Å"under control† than anything. So just because a person may start to eat more does not mean that everything is over and should be forgotten. Right from the very beginning when it is first noticed that there is a problem, professional help should be sought out.

The Characters’ Conformation to Social Restrictions in the stories The Gilded Six-Bits and The Waltz

In the stories The Gilded Six-Bits by Zora Neale Hurtson and The Waltz, by Dorothy Parker, the main characters find themselves acting under the tight social constraints that society projects on them. Their gender, race and class all dictate how they see themselves and how others see them, and therefore how they must act. Missie May, Joe and the narrator of The Waltz are all puppets to convention, although not always conscious of it. Through this essay I will demonstrate the social restrictions and rules that existed for people of color and women in the early 1900s, with evidence from the text. The Gilded Six-Bits is a moving story of frustration and greed. In the home of a poor young black couple in the southern states is where our scene takes place. As we find out, Missie May is an attractive black newly married homemaker who takes pride in her husband's hard work and in her own work around the house. Her husband who works at a fertilizer company adores her, and puts her on a pedestal and yet expects her to stay in her role as a subservient homemaker. As is demonstrated in the story, Missie May struggles with her social restrictions and expectations. Firstly, the color of her skin decrees of what class she is. She is of color, meaning she is lower than even the lowest white folk and also dictates what part of town she must live, at what level she must marry, and where she is to work, but most importantly, it defines how other (white) people treat her. Not only is Missie May black, but also a woman. This puts her at a double disadvantage, since even white women were still struggling to be recognized as valued human beings at this time. White women were just achieving the vote and had just finished proving to the world that they were valuable commodities, during the First World War, when they were made to do men's jobs to keep society going. Opinion of women at this time is very low. Women's main role was still to marry and have children. In The Gilded Six -Bits, the first example of role playing is during Missie and Joe's little game. Every Saturday Joe throws silver dollars onto the floor where Missie stands, and then she must catch him and go through his pockets to find the coveted candy kisses. This is a fun routine they go through every week when Joe is paid, and both parties look forward to it. Missie May goes through the motions of the game: â€Å"Nobody ain't gointer be chunkin' money at me and Ah not do 'em nothin',† she shouted in mock anger.† (p. 1439) Hence, the first role Missie plays is as a predator in a friendly game with her husband. Although society doesn't impose what she is supposed to do in that instance, it is her husband's expectations that are imposed on her. Joe insists on playing this game every week, and therefore she must play her character with him every time. Although it is ‘just a game', it is very representative of their relationship in that he requires her to take her role as he takes his. Next, we see Missie in her predictable role, as a wife and as a woman. We hear from Joe that â€Å"Woman ain't go no business in a man's clothes nohow. Go away.† (p.1440) And later he puts her in her place by denouncing the fact that she is hungry: † ‘You ain't hongry, sugar,' Joe contradicted her. Youse jes' a little empty. Ah'm de one whut's hongry.† Next, Joe gives Missie an order that insults her since she knows how to do her business: â€Å"Have it on the table when Ah git out de tub.† She resentfully comes back with her declaration that she is indeed an excellent wife: â€Å"Ah'm a real wife, not no dress and breath.† As you can tell, Missie accepts her role as a woman and as a wife, and also accepts her subservient role with her husband. She follows the guide lines he sets for her. An interesting observation is that the rules differ as soon as they enter the home. During their little game, Missie and Joe are equals, but as soon as they set foot in the home setting, Missie becomes servile and Joe becomes demanding. Joe is the hard working husband, who brings home the money and supports his wife. He treats his wife well, and ‘adores' her and yet expects her to be obsequious. â€Å"Ah'm satisfied de way ah is so long as ah be yo husband, ah don't keer bout nothing else.† (p.1442). He is proud that she is very attractive and treats her as an object and feels he owns her. â€Å"Ah ain't never been noewhere and Ah ain't got nothin but you.† (p.1441) Joe also feels the need to parade Missie around to show off what he's got: â€Å"Go ‘head on now, honey and put on yo' clothes. He talkin' 'bout his pritty womens – Ah want ‘im to see mine.† (p.1442) Another instance of keeping in the role of a lady is when Joe refuses to give Missie a second helping of the tater pone: â€Å"Nope, sweetenin' is for us men-folks. Y'all pritty lil frail eels don't need nothin' lak dis. You too sweet already.† (p.1440) I interpret this to mean he doesn't want her to take more because it isn't lady-like to have seconds and he wants her to keep her nice figure so he can show her off. His possessive attitude changes when he catches Missie May in bed with Otis D. Slemmons. His attitude towards her changes immensely. She no longer has ‘marital duties', but still must maintain the cleaning and cooking. This makes her more of a slave than a wife, because she is supposed to do these things as a wife, but once the intimacy is gone, what is left is the bare bones of being a wife, which is to cook and to clean for the husband. After she is caught in bed with Slemmons, Missie laments her loss of menial duties: â€Å"It was day. Nothing more. Joe wouldn't be coming home as usual. No need to fling open the front door and sweep off the porch, making it nice for Joe. Never no more breakfast to cook; no more washing and starching of Joe's jumper-jackets and pants. No more nothing, So why get-up?† (p.1444) I find it very interesting that as soon as her husband finds out about her affair, she mourns not the loss of trust, or ‘good times', but she mourns the work that she did for him. She laments that she can no longer serve him the way she used to. Missie May took her role as being a wife very seriously and when she thought there was no need for her ‘services' anymore, she decided there wasn't much to live for, which is quite shocking. Missie May was so involved in her role with her husband, that she had no other identity. â€Å"He had both chance and time to kill the intruder in his helpless condition – half in and half out of his pants – but he was too weak to take action. The shapeless enemies of humanity that live in the hours of Time had waylaid Joe. He was assaulted in his weakness. Like Sampson awakening after his haircut. So he just opened his mouth and laughed.† (p.1143) This last scene describes a time when Joe does not know how to act or what to do. There is not a specific protocol for poor blacks or rich whites of what to do when one catches one's wife cheating. He is not sure what he feels or whether to laugh or cry. He is not clear as to what his role in this situation is. Does he kill the intruder? Does he beat his wife? Joe is caught in a brutally complicated situation, where society has no specific guidelines to follow. Fortunately, Joe, being the good soul he is, hits Slemmons, and comforts his wife, not following convention in the least with those actions. The narrator in The Waltz by Dorothy Parker takes a humorous look at women's etiquette in society. The Waltz is about a woman who is trapped in the conventions of her high class society. She must conform to the ‘rules' of her status. In this case, she is asked to dance by a man whom she detests and does not want to waltz with. For pages, she condemns the man with whom she dances while outwardly ‘enjoying' herself. The narrator (whom we shall refer to as Mary) ironically points out how women are supposed to be passive and receptive to men. The rules of convention dictate that she must not only dance with him, but forgive his clumsiness and invite him to continue dancing with her, all the while, inside damning his every word and motion. â€Å"There was I, trapped. Trapped like a trap in a trap.† (p.1463) Although Missie May and ‘Mary' differ greatly in their social class and their race, they share a common bond of both being women in the early 1900s. Here we have Missie May, at the very bottom of the social totem pole, being a black woman, and then we have Mary, who is of the highest social ranking, and incredibly, both suffer from the constraints of society. In the next quotation, we see the two facedness of Mary; the contradiction between her thoughts and her actual speech: â€Å"Ow! For God's sake, don't kick, you idiot; this is only second down. Oh, my shin. My poor, poor shin, that I've had ever since I was a little girl! ‘Oh, no, no, no. Goodness, no. It didn't hurt the least little bit. And anyway it was my fault. Really it was. Truly. Well, you're just being sweet, to say that. It really was all my fault.' Die he must and die he shall, for what he did to me. I don't want to be the over-sensitive type, but you can't tell me that kick was unpremeditated†¦but when it comes to kicking, I am Outraged Womanhood. When you kick me in the shin, smile.† (p.1463) Mary apologizes profusely, and is always saving the man's embarrassment, always cradling the man's ego. This high-class woman is expected to stay mute about her opinions and stoop to pleasing the man. Even though she is not serving a man directly as Missie May serves Joe, Mary is in a sense serving under male society's laws. She serves men by not outwitting them, by not broadcasting her opinions and by ‘smiling'. Mary is just as servile as Missie May in that she obeys a man based society. The three characters discussed in this essay, from The Gilded Six-Bits and The Waltz, all deal with the challenges of their roles in society differently. Missie May accepts her role graciously, until she lashes out and has an affair, Joe gets caught in a moment when he does not know what to do, and therefore laughs, and ‘Mary' talks to herself, but never exposes her inner thoughts. No matter the class, race or gender they all found ways to cope with the roles society had imposed on them.

Rebecca vs. Rowena Essay

Rebecca and Rowena both bring two different worlds and aspects to the book. They also bring the feminine touches to the novel because they are the only female characters that are talked about in depth by Sir Walter Scott. Rebecca and Rowena also show the struggles and obstacles that women in 12th century Britain would have faced. Firstly, a major difference between these two characters is of course their racial and religious backgrounds. Rowena is a well off Christian Anglo-Saxon while Rebecca is a wealthy Jew. This difference may not seem so crucial but it turned out to be the very reason why Rebecca wasn’t able to marry the love she loved- Ivanhoe. The reason being that during this time being a Jew wasn’t such a great thing. The English men were jealous that the Jews had accumulated so much wealth so they retaliated the only way they could- with words, insults, and social snubbing. As a result, Rebecca was looked down upon while Rowena was adored by many. While on the topic of their adorers, it would be improper not to discuss the different pressures that they faced due to their social statuses and standings. Due to Rowena’s Christian- Saxon heritage her father wanted her to marry Athelstane so that they could carry on the strong Saxon line. On the other hand, Rebecca wasn’t pressured to marry anyone. In actual fact she did not start off with any pursuers because nobody necessarily wanted to marry a Jew; even a wealthy one. During this time women had little to no say in whom they married or what their occupations were. I was based more off of who you were and where in society your class stood. Women especially had even less rights if they were in the lower class but in this case it is reversed. Rebecca was able to pursue her passion of medicine and later go on to heal Ivanhoe. Rowena would not have been able to pursue such a manly occupation, not when she was supposed to be of a noble and higher class. Similarly though, the two women of the book in their own ways are heroines in the book. A heroine has many characteristics that the two women displayed. Rowena for example showed dignity, modesty, and strength. She showed modesty when she met Rebecca at the end of the novel and though she  knew the way that Rebecca felt about Ivanhoe she didn’t gloat or mock her instead she consoled her. She displayed true heroine characteristics. I like to think there are two types of strengths: physical strength and emotional strength. Most women have the latter. I believe emotional strength is harder to acquire than physical strength because it’s not something that you can go the gym and get after a few weeks of training. On this note I would like to discuss the emotional strength of Rowena. I also believe that Rebecca is a heroine because she was the tragedy of the novel. She had to walk away from the man she loved because she knew that it was not going to go anywhere due to their social standings. The kind of strength needed to comprehend that even though you are in love you can never act on it is one that I envy because it’s so admirable. She’s also an admirable heroine because when Rebecca goes to Rowena who’s still wearing her wedding dress Rebecca gives her rival- the women who gets to live happily ever after with the man that she loves- a gift. And this was not just any ordinary gift; it was a box of jewels. Again the emotional strength that Rebecca shows is covetous. In conclusion, Rebecca and Rowena are both women from two different classes, social standings, and completely different religions. However, we find that even with their differences they are still women plagued with things that two people in their polar circumstances face. They are both sought after and almost defiled by men who they are not betrothed to. They also fall in love which almost every women can contest they have felt once in their lifetime. So really apart from their differences they really are very much the same.

Vocab In Context Questions and Strategies for SAT Reading

This is a daunting story about an abject old man whose requisitions made him wealthy but also forlorn. As a youth his life was fraught with anxiety and despondent treatment from his family. Isolated, he wallowed in his destitute self despair, which encouraged his spiteful nature and a need to become affluent. As he grew he gained an interest in making all those around him as unhappy as he was.Fueled by his dilapidated feelings he found him self in a redoubtable job in no time, he became an auditor. His primary job was to go from place to place and collect unpaid taxes, if not he would get to close their business or make requisitions of your belongings and domicile. This was of course a suitable job for someone who wanted to make other people miserable, and any attempts to pacify or allay him were dismissed with his abhorring smile.He was very famous for this smile, so famous in fact it was a well known joke among people who knew him that his smile could even assuage a feral dog. Once , on very quite winter day the old man was seen making his way down the austere street in what was considered one of the least wealthy parts of town. He dressed very formidably but that was overlooked by that nasty smile he held on his face. This was when he was struck by a lightning bolt wiping that dirty smile right off his face. By Zachary Clementz

Healthy Eating Plan Comparison Essay

I have learned throughout this course thus far that an individual’s diet can have great impacts on how well their body is functioning both mentally and physically. The saying, â€Å"you are what we eat†, can now practically be proven, especially when considering that the foods that are being consumed into our body’s play a vital role to our energy, calorie, and nutrient needs. With that said, not all the foods that we choose to eat are said to be the right choices or even healthy for our bodies. In addition, this would be the main reason that eating a well balanced diet that includes variety, balance, and moderation are key to choosing a diet that promotes a longer and healthier life. Moreover, after providing a food intake diary, I was better able to understand my daily intake compared to the recommended daily allowances for my age, gender, weight, and height. After reviewing my daily food intakes for the first time I was better able to analyze what I eat and make more appropriate steps to improving my diet and meeting the daily recommendations for my calorie and nutrient intake needs. After implementing the information that I received from the food pyramid tracker, I made plans to meet my daily food pyramid recommendations where my diet was lacking. The following will provide a comparison of my diet before implementing changes, and a summary of what changes have been made in my diet. Also, an evaluation of my awareness of food choices will be covered. During the first week of class my eating habits as documented in the Food Diary Checkpoint, were considered poor in certain areas and were even lacking in the adequate amount of nutrients for a healthy and appropriate diet. In addition my eating habits that were documented were not meeting all of my daily food pyramid recommendations as well as lacking considerably in milk intake, fruit intake, and vegetable intake. Since the first week of class my nutritional habits have made some small changes, including some improvements. The following provides a brief overview of my daily intakes during the first week of class with the food pyramid recommendations compared to my current daily intakes with the implemented diet changes: Week 1 Week 7 (changes in diet) * Milk intake: 0. cup Milk intake: 3 cups * Food pyramid recommendation: 3 cups Food pyramid recommendation: 3 cups * * Meat and beans intake: 4. 5 oz Meat and beans intake: 5. 5 oz * Food pyramid recommendation: 5. 5 oz Food pyramid recommendation: 5. 5oz * * Vegetables intake: 0. 4 cup Vegetables intake: 2. 4 cup * Food pyramid recommendation: 2. 5 cup Food pyramid recommendation: 2. 5 cup * * Fruits intake: 0 cup Fruits intake: 2 cup * Food pyramid recommendation: 2 cup Food pyramid recommendation: 2 cup * * Grains intake: 5. 9 oz Grains intake: 5. 9 oz * Food pyramid recommendation: 6oz Food pyramid recommendation: 6oz Before making any changes to my regular diet, I was not receiving the adequate amount of nutrients from my milk intake and lacking a total of 2. 9 cups daily. Also I was lacking in the required fruits and vegetables intake considerably. After evaluating my diet, I planned to make some changes to improve these intake levels, so that my body could receive the nutrients it needs to stay healthy and alive. A few steps that I took to make these changes in my diet was first documenting what I eat daily and also adding the recommended amounts from each food group into my daily meals. I accomplished this by measuring out my servings, and by adding a more variety and nutrient dense meal plan. Some examples would include a variety of fruits during breakfast to increase my fruit intake, a variety of nutrient-dense vegetables during dinner time to increase my vegetable intake. And to increase my milk intake I chose to add more milk products in my diet to acquire three total cups daily, these types of foods would include cheese, yogurts, and milk. Another few changes I made in my diet were drinking more water during meals to increase my diets water intake and decrease my diets sugar intake. Another change to my diet resulted from increasing my milk intake, vegetable intake, and fruit intake is an increase in calcium and other nutrients and minerals needed to keep my body functioning healthy. For example, accordingly the the pyramid tracker website, has shown a significant increase in my calorie intake and it is closer to the recommended calorie intake of 2000/day for my body type and energy needs. Also my protein levels have been increased and my assessment for protein is no longer at a low status, but likely adequate. After implementing these changes in my diet I definitely feel healthier both physically and mentally. Some things that I am more aware of now when making food choices would be whether or not I am receiving the recommended servings of each food group marked in the food guide pyramid. Additionally, I am a lot more knowledgeable and aware of the health effects that result in making bad food choices, which motivates me to promote a healthier life style. For instance, the diseases related to poor food choices, and also the damage done to your body as a result of lack of physical exercise and lack of a well balanced diet that includes variety, moderation, and balance can not only lead to many unwanted diseases but also can be life threatening. In conclusion, I have accurately accomplished meeting all of my dietary allowances according to the food guide pyramid recommendations, by making changes to my diet and by choosing more nutrient dense foods with variety and moderation. Moreover, being aware of the types of foods that should be included and increased in my diet as helped me to plan meals that are well balanced and has also made the much needed improvements to my diet by reaching the appropriate amount in each food group. The following has also provided some changes seen in my diet referenced from the food diary checkpoint and the my-pyramid tracker including a comparison of my week one food intake and current. Included with this comparison was my evaluation on my diet changes and how my awareness when making food choices has allowed for me to provide not only myself, but my family with a more healthier life style.

Fishermen occupational hazard Research Paper Example | Topics and Well Written Essays - 1750 words

Fishermen occupational hazard - Research Paper Example One does not have to be in the army alone to withstand bullets and scars but other jobs like fishing can also be hazardous to the person’s physical and mental health. This thesis revolves around the fishing industry and its hazards on the men who work in it, either privately or commercially. Fishing has been around mankind since it first caved the sharp tool out of stone. Hunting on the ground and on the water was one of the first sources of food for humans that walked the earth in the early days of mankind. Fishing has now evolved into a science, a very well organized business, having a hefty share in the global market. The report, keeping in mind the advantages, focuses on the side effects on the personnel which hold the flags of this very occupation called fishing. This occupation provides bread and butter to about 500 million people world wide (FAC, 2009). Fishing The term â€Å"fishing† relates to catching fish, or more appropriately put, catching aquatic animals. It has become a complete industry now, bagging a per capita of 21.8 Kgs (FAO, 2005). This occupation involves various kinds of fishing. The most common type of fishing done by fishermen to collect fish, as an occupation is done by use of a net, called netting. A huge net is used in catching fish. This occupation also involves storing the fish, packing it and shipping it to the markets or companies which in turn sell them to the common consumer. Every occupation has a set of tools required to complete or process the task at hand. Similarly there are some basic requirements for the fishing profession. Different people use different tools depending on the finances at hand. For example, third world countries still use the traditional methods of fish farming where as the developed countries have mechanized this profession just like they have brought machines in all aspects of life in the post industrial revolution era. The more the methods are of old school, the more danger it brings to the lives of the fishers, a point that will be time and again mentioned in this report. Primary Hazards for a Fisher People working this occupation have extremely high rate of fatality rate, especially for young persons under the age of 18. This is the foremost hazard of this occupation as nothing can be more brutal to a fisherman, than to lose his life while on the job. Fishers work in a very wild and unpredictable work environment and face-off with an alarming number of dangers on their jobs. One reason for this high rate is the weather of the seas. This is such a problem, which cannot be negated with the right training as the weather is an uncontrolled factor, especially when you’re on a vessel in the sea. There are no safe doors out of the storms, hence causing a lot of life lost in this profession. (NIOSH, 2001) In the time period of 6 years, 1992 to 1997, CFOI has claimed that 440 US fishers have lost their lives (NIOSH 2001). The fatality rate in these 6 years have bee n calculated to be 161.6/1000 workers. This accounts to the highest fatality rate among all occupation in the world in those 6 years (Fosbroke et al, 1997). Not only have the fishers at risk, the ship captains also had a certain high death rate compared to the captains that sail other kinds of shipping in the seas. Secondary Hazards for a Fisher Various factors are involved in forming the primary and secondary hazards in the fishing industry. Some of the factors are economic pressure in stiff fishing season, fatigue, lag in rescue

Is Animal Farm produced for the sake of art Essay

Is Animal Farm produced for the sake of art - Essay Example These ‘system’ or real events influenced novels could be categorized into two types; in the first type, the setting and scenes could be an exact replica of the real life happenings. In the second type, different sentences, characters, settings, etc come in to give a new interpretation, but at the same time based on the same real life happenings. In both the cases, there will be little scope for artistic leanings. This paper will look at one such novel, Animal Farm which was based on the real life happenings, and not produced for the sake of art. So, this paper will focus on the novel Animal Farm written by George Orwell, analyzing how the characters particularly Squealer was influenced, and had clear parallels with the Soviet rulers, diplomats and even media, and is not an artistic work. George Orwell, pseudonym for Eric Arthur Blair, was a famous English author, journalist and a political commentator. He became a well-known author mainly due to his two political anti-totalitarian works, Animal Farm and 1984. Both of which were written towards the end of his life. His shift in focus to political novels particularly anti totalitarian and pro-democratic socialist novels was an intentional one, influenced by the political climate of his period. So, Animal Farm published in 1945, is a cautionary tale against totalitarianism. â€Å"Russian rà ©gime must almost certainly be hostile to any revolution in the West† (Orwell). Cautionary tale in the sense, totalitarianism was not taken head on by Orwell instead he takes poke at totalitarianism through the main characters of the novel. The totalitarian regime in Soviet Union under Stalin was one of the main influences for George Orwell while writing Animal Farm. Even though, there have been no recorded evidence of Orwell visiting Soviet Union, he based all the details in the novel from the Soviet Union he knew, read, heard, etc.

Stratigic Management Essay Example | Topics and Well Written Essays - 3000 words

Stratigic Management - Essay Example This is designed to achieve the objectives laid down by allocating resources for plan and policy implementation, including the programs and projects an organization undertakes nationally or internationally (Kim and Stimpert 2004, p.39). Strategic management generally offers a way through which a sensible scorecard can be drafted. The scorecard is a means through which an organization will have a clear evaluation of its overall performance and be able to evaluate itself in terms of general business evaluation in view of its progress towards the drawn objectives. Others studies indicate that, there is consistency in terms of strategies only when the actions and behaviors of the organizations get consistent with the set goals and objectives, including the expectations of the management as a team of leadership in the organization. Consistency will be realized when also the actions of the organization are consistent with the market and its context at various stages; because the market sit uations keep fluctuating every now and then (Wheelen and Hunger 2003, p.46).The consistency of the organization is supposed to match up the market changes for its competitive advantage (Deephouse 2006, p.48). Findings show that strategic management involves the board of directors or the management team and key stakeholders who form part of the team that sets objectives and goals of the organization including the allocation of key resources necessary for achieving the goals set. In general, strategic management is essential in helping an organization to formulate and implement policies that assists in aligning it with its environment so that the set goals can be achieved in the end. A global organization needs a good and structured management model depending on its choice of operation, size, and the need to comprehend investor requirements and views. Various strategic management approaches key to the evaluation process of an organization, especially an organization that has global pr esence in foreign markets, exist. Universal (systemic), conventional, ‘evolutionary’, and ‘processaul’ methods. Studies related to these approaches indicate that, descriptive schools give a description on how strategies need to be implemented to achieve the best results for an organization (Pine and Gilmore 2005, p.43) . On the other hand, prescriptive schools of thought are used in designating- the perceived best practices for achieving set goals in line with the objectives. To start with, concerning the strategic management approaches, the strategy formation, which is classical school; emphasizes that the preliminary undertaking in view of strategic management. This involves the formation and dissemination of the vision, and the mission statements of the organization (Kroll 2005, p.60). This gives the organization specifications concerning the scope of activities and the target markets that the organizations intends to serve. This is followed by the perfo rming of situation analysis, contender analysis (internal and external), self-examination, and examination of both micro and macro environments of a business. The organization and its historical background The basis of this discussion will largely explore global strategies revolving around Dell Inc. as an international business. According to studies, Michael Dell in Texas founded Dell as a multinational information business organization in mid 1980s; it had its