Philosophy On Education essays

Philosophy On Education essays I do not believe the practices of our current public education reflect the aims of Philosophy on education from Plato to Dewey because of the Context Statement and questions Rorty ask in The Ruling History of Education. What are the directions and limits of public education in a liberal pluralist society? How can we best assure an equitable distribution of educational opportunity? Should the quality of education be supervised by national standards and test? Should public schools undertake moral and religious education? These same questions or controversies have been asked from Plato to present day. In America today we are breaking away from the roots of philosophical and educational thought. We implement new ideas for education without thinking them through. For instance, No child left behind is a prime example of not weighing all the pros and cons of instituting a new concept. We have experts with ideas of what educators should do and how to teach but no proof that it will be a success. After 8 to 12 years we abandon it for some new idea published in an educational journal. Today students forget what they are taught because most of what we teach is subject matter. They are not taught problem solving through experience. We have gotten away from the ways of education that worked for millions, which go back to the ancient philosophers. These ancient philosophers believed in the idea of family first, the state second, and that school should be like home as much as possible (Aristotle). I agree with Dewey that teaching is an art and students learn through activity or experienc es. Education begins at birth and ends with death. Contempory educators have little interest in Plato and Aristotle, the late nineteenth and twentieth century thinkers like Nietzsche, John Dewey, Peirce, Habermas, or Gadamer whose works include serious reassessments of the contemporary relevance of the ancient Philoso...

Five Terms Related to Submitting a Manuscript

Five Terms Related to Submitting a Manuscript Five Terms Related to Submitting a Manuscript Five Terms Related to Submitting a Manuscript By Maeve Maddox A reader asks about some terms: I’m confused: Whats the difference between Submissions and Query Letters and Cover Letters and Biographies and Resumà ©s? As these terms are often used interchangeably on writing sites, the reader’s confusion is understandable. Perhaps the following explanations can help. 1. Query Letter A query letter is a one-page letter intended to interest an editor in something a writer has written or intends to write. It should address the editor by name (spelled correctly) and begin with a hook: a strong statement that piques the editor’s interest. If the query is about a magazine article, the hook might be the first paragraph of the article. The query should give the editor an idea of the structure and content of the piece being offered. If the offered work is a novel, the letter should include a description of the main theme and story line, including conflict and resolution (how it ends). A query letter should tell why the author is qualified to write the article or book and end with a direct request for the desired magazine assignment or for permission to send a manuscript. 2. Cover Letter When the editor asks to see a manuscript or sample pages, the writer includes a cover letter with the submission: a brief letter to accompany the manuscript or sample. Editors receive hundreds of queries. The cover letter is a practical and courteous way to remind the editor of the particulars of your initial query. Keep it short and don’t try to do any additional selling. It’s enough to say something like this: â€Å"Here’s the short story I queried you about on March 20, 2016. I look forward to hearing from you.† 3. Author’s Bio The shortening bio for biography is the norm in the context of marketing written material. The bio focuses on the writer’s credentials. Publishers want to know if the writer has published before and is qualified to write about the material being offered. They do not want to know about the writer’s dogs, cats, children, hobbies, or any other irrelevancies. 4. Resumà © A resumà © is a brief account of ones education and professional experience. Some of the same information that belongs in a resumà © can also have a place in an author’s bio, but a resumà © will be more comprehensive regarding past employment. A writer who is applying for a job as an editor or a blogger will certainly offer a resumà © to the potential employer. Note: Although the French original is spelled with two accent marks (rà ©Ã‚ ·su ·mà ©) American spelling recognizes both resume and resumà ©. I favor a single accent for two reasons: the first accent is meaningless to most English speakers, but the final accent mark distinguishes the noun and its pronunciation from the verb resume.   For example: â€Å"I started writing my resumà © today, but was interrupted. I’ll resume work on it in the morning.† 5. Submission When an editor asks to see a partial or completed manuscript, the writer prepares a submission that includes a manuscript (partial or complete) and whatever additional material has been requested by an editor or publisher. Before preparing a submission, the writer will consult the publisher’s guidelines to see how the manuscript should be formatted, how it should be sent (by mail or electronically), and what additional enclosures are wanted. The manuscript included in a submission should be as complete and as correct as the writer can make it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Program vs. ProgrammeEnglish Grammar 101: Verb MoodEspecially vs. Specially

Why the Saudi Government has implemented banning exports of cement and Article

Why the Saudi Government has implemented banning exports of cement and explain the answer in terms of monopoly strategy - Article Example This ban in led to a 58 percent slump in the cement index and reduced profits for most cement producing companies. The decision by the Saudi government to stop and ban the exportation of cement was prompted by the soaring domestic prices of building and construction materials. In the subsequent discussion, we will attempt to identify and explain the cause(s) of such a shortage, and factor(s) leading to the imposition of the ban. In addition, we will assess the reasons for its partial uplift and subsequent reinstatement, how the government’s actions translate to monopolistic behavior. Finally, we will analyze the impact, and effectiveness of the monopolistic strategy on the economy and in particular in relation to the country’s projected economic growth. Despite being the highest producer of cement among GCC countries, Saudi Arabia has recently been experiencing cement shortages. This is because the manufacturing companies export most of their products to international market to fetch higher prices. The exportation of cements has grown steadily between 2004 and 2007. In 2006, the cement export volume was quoted as 2.26 million tones. Total production over the same period was estimated at 33.1 million tones against a local consumption level of 31.2 million tones. This translates to a shortage of approximately 0.36 million tones locally. These statistics show the total production of cement in Saudi Arabia was 33.1 million tons in 2006. However, the total consumption of cement in the same year was about 31.2 million tones (El-Quqa, Hasa, Desai, Rout & Gupta 2007, p. 9). Comparing the above statistics, it is evident that there has been a shortage of cement in the local market. Since this trend has continued, the government responded by banning exports of cement to alleviate the shortage in the local market. In 2009, the ban was partially lifted following an upsurge in demand in the Middle Eastern countries.

WorkBrain Corp- A case in exit stratgy Research Paper

WorkBrain Corp- A case in exit stratgy - Research Paper Example The company is doing fairly well being a private entity. The company has cash in abundance, over $10 million and can easily operate within its realm. Moreover the current investors of the company are happy with the position of the firm in the market and are willing to even invest more if need arises. No investor of the company has expressed any desire to withdraw its investment. These are positive signs for the company and if it wishes to expand then the best alternate is to use cash from current investors who trusted in the vision of the company before it came into existence. Going public may mean new investors with a different vision that might not be in compliance with the current investors. Saying all this now is the perfect time to go public. Going public would mean more customers for the company. At the moment WorkBrain has to convince its clients that it is financially solvent and in a good position to provide services to them. As the customers cannot see the financial positio n of a private company they hesitate to get the work done from them. If WorkBrain goes public then all the financial details will be present for the customers to see and approach the company for their services. The company will benefit tremendously as it would be able to make clients and customers in much larger numbers. Keeping in mind how solvent the company is, it is the best time for WorkBrain to go public and make more customers (Bilimoria, 2007). The best option for the company would be to go with TSX listing. The reason for this is that TSX in future would be more viable. Compared to NASDAQ, TSX has a small-cap market with more some to medium term service providers and financial institutions. WorkBrain perfectly fits in their category. NASDAQ is more prestigious and has a larger clientele in terms of revenues. It would be fair to say that if WorkBrain needs to go with NASDAQ it would have to come up with a revenue margin of around $75 million. The reason for the company to go public is that it makes it financial statement visible in the market so that potential customers would know how solvent the company is. Going public gives them a chance to come out in the open and make more customers. Acquisition is a completely different proposition. It deals with selling a part of the company or rather a share of profit with someone who is ready in buying a part of business. Normally the rate at which an acquirer buys part of the business is a much bigger rate because of the goodwill attached with the firm. As WorkBrain has done tremendously well showing consistent profit since it emergence, the takeover would have to pay a lot of money for the acquisition. But there is no need of selling part or whole of the business when the firm is making sufficient profits and it is predicted that the company will only look to grow more in the coming years (Arnold, 2008). There might be other alternates that the company might look at. Bank loan is one of them but it comes wit h a cost. A high interest rate has to be paid whenever a company takes a loan from the bank. The biggest advantage of a loan is that the current owners will get to keep the possession of the firm without selling any part of the business to an investor or by going public in the stock exchange. The current owners will get to make the decisions just the way they now do as they will have the control of the firm. Lack of ability to pay in time may get the business into trouble and if

Physical - Circuit Essay Example for Free

Physical Circuit Essay Length (centimetres) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps)Length (centimetres) Voltage (Volts) Current (amps) Resistance (? )Â   As the table shows above, the resistance of the length 5cm and 10cm were equal, and then it suddenly decreases. This shows theres an error; I think it happened because we didnt set our circuit in the correct positon. Table 5: This table shows the details about normal wires used in the experiment, Constantan wire with diameter of 0. 90mm, however is longer than the one before, retry. First Tried Second Tried Third Tried Length (centimetres) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Length (centimetres) Voltage (Volts) Current (amps) Resistance (? ). This seems to be nice results as it shows; the resistance were rising up slowly as the length grows. It proved this is a nice experiment, and let us understand this wire could be use for transferring the current through. Table 6: This table gives the results about the different kind of wires used in the experiment, Nichrome wire with diameter of 0. 90mm. First Tried Second Tried Third Tried Length (centimetres) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps)Â   Â  Length (centimetres) Voltage (Volts) Current (amps) Resistance (? )Â   This graph shows a very clear results, the increase of resistance were easy to see, from the positive correlation shown. This means that this is quiet a good test, it dont seems to have any error in this experiment. Table 7: This table gives the details about the third wires used in the experiment, Copper wire with diameter of 0. 90mm. First Tried Second Tried Third Tried Length (centimetres) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Length (centimetres) Voltage (Volts) Current (amps) Resistance (? ) This result shows the metal which can transfer the least resistance through by the differences of the length. It was mostly under , this means that we cant use this much as the time were transferring a large amount of currents. Table 8: This table have the results which copper wires were heated in the beaker of water. Wire length equals to 100cm long. Room temperature were 24Ci. First Tried Second Tried Third Tried Temperature (Ci ) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Temperature (Ci) Voltage (Volts) Current (amps) Resistance (? )Â   The last experiment we done, by putting a wire with length 100cm, diameter of 90mm into boiling water. Our result shows more clear on the table than the graph. As we can see, the resistance only raise a bit as the temperature goes up. But the difference from 30 Ci to 50 Ci were higher than what I expect, I think this is because of the temperature were not fix while we were recording our results down to our table. Compare and Contrast. This is the averages of the 3 wires. By showing this on a graph we could be able to tell which wire has the highest resistance. Constantan Wire Copper Wire Nichrome Wire Length (centimetres) Resistance (? ) Length (centimetres) Resistance (? ) Length (centimetres) Resistance (? ) By reading the graph, we could see that Nicrhome Wire have the highest resistance out of the three wires, so we could tell that it can allows least current flow through each time compare to the rest of them. If one day we have to choose a wire from this three to pass current through, the best is using the Copper Wire, it got the lowest resistance which means it have a high amount of current can pass through per second. If we dont want the electricity to flow through easily, we will choose the Nichrome Wire, because it only allows small amount of current to pass through each time. Constantan Wire was a normal wire, it cant be use for high resistance flowing, but it can allow more current flow at each time compare to the Nichrome Wire. However, we could see that the resistance were rising up no matter which materials of wire we have chosen, so that means they still conduct electricity, so we shouldnt touch it while having this kind of experiment. Compare and Contrast 2 This is the averages of the 3 different diameters of wires. By showing this on a graph we could be able to tell that which diameters can allows the most resistance to pass through. Wire with 0. 45mm Wire with 0. 9mm Wire with 1. 25mm Length (centimetres) Resistance (? ) Length (centimetres) Resistance (? ) Length (centimetres) Resistance (? ). By looking at the graph, we could see that Constantan Wire with 0. 45mm of diameter have the highest resistance out of all. So we could tell that it can allow high amount of resistance but low amount of current flow through each time compare to the rest of them. The wire with diameter of 1. 25mm can allows the lowest resistance, that means it could have highest current to flow through each time. However, we could see that the resistance were rising up no matter which diameter of wire we have chosen, so that means they still conduct electricity, so we can use it to let current pass through. Evaluation In my experiment, Ive found out theres some error occurs. In my first results, by using the length of 15cm, the resistance seems to be a little bit different from the rest, so it didnt showed as a straight line. This might because my circuit werent set correctly, so this error occurred. For the second experiment I did, theres seems to be a error at the second try of length 10cm, the number seems to be too high compare to the rest of them, I believe this happened because we accidentally crash the variable resistor. Then in Table 3 we got an error again, the current of the wire seems to be a lot more higher, Im sure this occurs because the resistor is not working well, and also the circuit were kind of messy, might affect the results we got. Then we got an error results shows at Table 4, none of the results can fit with Table 3, there were the same wire, same diameter, only the length we tested is different, but the results we got were too out of range, so I can say that this is a failed try out. So we re-do the experiment using this wire again. I think that this happened because the ammeter is down, the current were keep increasing by every few seconds. In Table 8, for testing the temperature, it seems to be a nice results, however the different of 50Ci and 30Ci were larger than what I have expect, so I could tell that the temperature of the water might not be as accurate as the time we measured. Also it might because some water spread out of the beaker, onto the wires; this should be changing my normal results. Also, Im not really sure about how the resistor works with ammeter; therefore by accidentally move it might decrease the accuracy of my results as well. The results of resistance might be different because the circuit we set werent exactly the same, therefore it might also be some differences compare to the first time, the first results we got. So, maybe next time we should have used the same circuit, and do all of the experiment in same time, and it might have a better results in future. Conclusion. In my own opinion, I believe this is quiet a nice experiment, and I also get some good results as well. Ive found out that my prediction was correct, about the copper wire with a diameter of 90mm will transfer the least energy compare to the rest of the two. I also learned about the circuit of electricity, I could now tell how the current flowing was, and how it could be measured. By looking at the results Ive got, I was really please, even though some mistakes happened in the experiment, but we still success to finish our experiment in the time limit, which is such a great thing to celebrate. Resistor can be use to protect the ammeter, this is a very useful apparatus; I know the ammeter was an important character in the circuit while measuring the resistance. So if the ammeter were damage cause of the flowing current were too high, this will be a very bad news for us. So take care of the equipment is another important thing I learn from this experiment. If I have a chance to repeat the experiment, I would be likely to set my circuit up just like this time, because there shall be less problems. And I might use the copper wire more often in the circuit, using copper wires it allows more current to pass through compare to the Nicrhome and Constantan wires, which might help in my future life. Bibliography: http://en. wikipedia. org/wiki/Series_and_parallel_circuits http://www. circuitcity. com/ccd/home. do Science Investigation Report Daniel F5D 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Watching Tennis and A Subaltern’s Love Song Essay -- English Literatur

Watching Tennis and A Subaltern’s Love Song Introduction The themes and ideas are so similar that if one was to briefly explain what both poems were about, you would think that they were exactly the same poems. Yet what really separates these two poems is their technical side. Form The form of a poem can be mainly observed by looking at and listening to the poem. Rhyme scheme, verse length, and line length are but a few examples of a poem’s form. A Subaltern’s Love song is a relatively long poem compared to Watching Tennis. It contains eleven verses, each of four lines length. There are between ten and thirteen syllables in each line. As this poem tells us a story and has a regular rhyme scheme, it is a narrative and can be classed as a ballad. It contains rhyming couplets which show a sense of control and harmony. Watching Tennis is a less orthodox poem. It is a Petrarchan sonnet, containing fourteen lines. This type of sonnet is divided up into two verses, one of length eight lines; the other of six. John Heath Stubbs has divided these two verses in equal lengths again. This results in both halves of the poem containing different verse lengths. The first two verses contain four lines, whereas the last two verses contain three lines. The rhyming scheme too is unorthodox. The rhyming scheme is in the form ABAB for the first two verses and although the first two verses rhyme in order, the last two don’t. This shows how the author is trying to create an image of loss of control and harmony. Style Both poems have a very distinct style. A Subaltern’s Love Song has a very strict and orthodox rhythm which emphasises the idea of how the man gets closer and closer to his dream woman. The steady... ... league. However, A Subaltern’s Love Song talks more in a hopeful, jocular light. The man believes that the girl is in a different league to him. He also talks in a very graceful, pleasant and sweet way about the girl, â€Å"Speed of a swallow, Grace of a boy.† He talks in less of a seductive sexy way as Heath-Stubbs does. â€Å"Your mouth on mine found its silent need.† However, Heath-Stubbs also talks about how the girl is graceful and delicate, â€Å"You move like a dancer,† Conclusion In conclusion, although both poems share very similar ideas and themes, they differ on the technical side. A Subaltern’s Love Song is written in a much more orthodox fashion than Watching Tennis. However, one major concept which both poems share is that they both commence with the idea of the man and woman in love with each other as hopeless, and end with that idea a being hopeful.

Anthropology Book Report

This is a book review of, With No Direction Home: Homeless Youth on the Road and in the Streets written by Marni Finkelstein. The writer gives a voice to the homeless youth and highlights on their everyday lives, the condition in which they live and the experience they go though in the streets.Furthermore, the writer through her interviews obtained first hand experience and which she writes with logical honesty, the study which she took its ethnographic methodology for the reason that she combined qualitative interviews and direct observation. The writer defines who the streets kids are hence the reader get to know how they come to be streets kids.She describes the different reasons why most of them leave their homes to end up being street youths. Their life in the streets is well tackled in the book on how they socialize in the streets and form peer networks.   She explains on how peer groups formed makes them use and abuse substances. Their subsistence in the streets and their da ily lives as it is explained in the book gives an insight to the readers to understand them even more.Finkelstein discusses how the youths in the streets are prone to victimization by the society; they are ill treated, oppressed and discriminated the youths reiterate by being violent for them to survive the hostile environment in which they live. The book concludes with recommendations which would be adopted to ensure that the ever increasing numbers of youths in the streets would be reduced and eventually make them leave the streets.This study falls under social anthropology as the study is done with evidence of how the streets youths, who form a group of the society currently behave in social a group. Social anthropology investigation is an intensive field studies which include participant observation methods like the ones used in this book.The study done was how social organization of the youths in the street socializes among them selves and the public. Social anthropology explor es indistinctness and contradictions of social life, sociality patterns, conflicts and violence which forms social behavior of a group of the society. It also address diversity of positions and perspective found in a social group. This is what is addressed in Finkelstein book when discussing how the street youths socialize and form peer networks which abuse substance, being victimized and violent.The research method used is ethnographic methodology, by combining direct observation and qualitative interviews to provide descriptive study of a group of human society. The study done is about street youths which are a group of human society.The research has focused on sociology through close field observations of social cultural incidents. The research is focusing on a social group and is able to study their activities and how they affect them and the society at large. It is done by interviewing informants several times using information from previous informers to ensure that the informa tion obtained is accurate and dependable to support the writers arguments.The research is done by first selection of a culture and identifications of variables which are used to obtain information from informants and gather data inform of observation and interview recording. To be precise the research method used is Micro-ethnography because it’s the study of narrowly-defined cultural group which in this case it’s the youths in the streets.When the research was being done there was resistance by the street youths to willingly disseminate information which they were being interviewed. The street youths are victimized by the society and they felt that they are not worth hence they have a feeling that they are inferior and the research being done will not be of any use to them.Trustworthy of the information obtained is one of the challenges encountered in qualitative research. For the writer to obtain a reliable source of information, interviews are done to several of the street children with the same question and compare their responses to ensure that the facts are accurate.Obtaining a sample on which the research was to be done was a challenging, as none or very few who were willing to be interviewed. On such a social study one is not supposed to influence the informers either by giving them incentives to woo them to provide information because it will be biased and won’t reflect the actual scenarios under study. The interviewees are supposed to be voluntary which in this study volunteering was a problem.The youths in the streets are a subculture because they give a diversity of culture in the society. The group way of life and social phenomena is distinguishable with the normal cultural practices of a family setup where the youths are expected since they are kids to be brought up in a family setup where they are provided for until they are independent. Their social practices and ethics are far much below the set standards of a youth being brought up in their homes where the environment is conducive. Their practice is referred to as social fall out from the cultural setup acceptable by the society.The group is made up of diversified age ranges which include youth who are hard-core, refuges and immigrants, runways, squatters, young single mothers and those who are homeless because the entire family is homeless. The group lacks shelter and has difficult to obtain adequate food and they are at risk of nutritional and health problems.Even after being health wise challenged they don’t have access to medication this result to ailment which some times is life threatening hence they experience high mortality rate. The difficulties which they go through coupled with the drugs which they take makes them to be depressed and have mental disorders which makes them committee suicide and die due to drug overdose which have been registered as the leading cause of deaths among the street children’s.I have realized that s treet homeless youths they are a nomadic group of youths who ends up in the streets. After reading the book I come to realize that they are in the street and who they are due to circumstances which are beyond their control. Such as, the whole family being homeless or they are refuges or even single mothers. I understand that they abuse substances and are drug peddlers because of peer pressure.They are also discriminated by the society hence they are not employed to earn money this result them to be thugs, sex workers, drug dealers and participate in scams to earn so as they can sustain their livelihood. Most of them do not travel very far from their homes to the nearby cities. Travelling of the kids is not an easy task because they have little or no money so their main mode of transport is hitchhiking and train jumping which both of them are very dangerous.Most of them leave their households where there is an abusive environment or they are simply kicked out from their homes. Finkel stein stated in her book that most of them remain on the streets for a short period then they seek refuge in shelters and their underlying motives are substance abuse and sense of aimlessness.According to Finkelstein, most of the abused substances in New York is beer and heroin most of them had experimented the drug before they got out of their homes but they become serious addict after they have prolonged their inhabitance in the streets. The excuse they give is that they abuse them because they want to forget their trouble such as helplessness and poverty.This group of homeless youths exists in the society because they arose from disadvantaged families such as disrupted and dysfunctional families. Such families experience divorce, poverty, parental drug abuse, domestic violence and poverty. There is also high rate of Sexual, emotional, and physical abuse which result the children to run away from such environment. There are also a substantial number of the streets youth who run aw ay from children protection services such as children’s homes or even run away to hind from the existing criminal justice systems.After being in the streets for long this group of youths develop self-reliant skills and abilities through networks of mutual supports and spirituality. Furthermore, most of them adapt to the hard environments they are exposed to enabling them to survive for years in dangerous circumstances.I was surprised to know that the street youths are not there by choice. I thought they were in the street as there choice of life. I came to realize that they have been pushed to be at the streets by hardships / factors which they have no control on. These unfortunate youths are really discriminated by the society who does not respect them hence they do not consider them for any form of employment. I was surprised on know this discrimination makes them revolt by being drug dealers, thugs and sex workers as they strive to survive.I thought that they are young you ths who are in street as a choice they have made willingly as a way of life and they are thugs or prostitutes. I thought that they choose to be in the streets so as to pursue their interest of being drug users and dealers which they could only do it more conveniently at the streets.Most of the homeless in the streets of New York are the minor who probably have suffered a lot of hardship which got them to the streets. These minors are not given money when they borrow because it’s discouraged; donations are only given out to worthy charities.This book has acted as a voice to the homeless youths by highlighting who they are, how they came to be whom they are and how they exist and coexist. It has formed a source of reliable information for the readers who would need to know about the street homeless youths.Self-reliance which grew with time by the youths being in the streets for long makes it difficult to eliminate or reduce them. Once they have been in the streets for long the form social groups and networks which enable them to have some sort of adaptation and building of skills which makes them survive for years in the hostile environment which they are exposed to.ReferencesFinkelstein, M. (2004) With No Direction Home: Homeless Youth on the Road and in the Streets, Belmont: Wadsworth

An essayist writing skills Essay

‘Education matters’; the academic distinction as seen within the essayist is the peak of personal pride and the prime of the essayist. This is the backdrop of his imagery skill and panache as he seeks to make the issue figurative and argumentative and in his situation hypothetical. Within the context, he redefines the role of education with the general public. This is his onset to express his insight about what the general public thinks about situations that reflect on those it knows. â€Å"BOY. Drop out of school and that’s what they’ll call you the rest of your life. ‘Drop out’ is figurative and intrinsically variable. It is an expression of discontent towards a situation and the person in the situation. It is a moral insight and one that the essayist seeks to use to make a case against his distinguished position as a disadvantaged worker in a workplace which is far much below his qualifications. ‘Drop out’ is what offsets his passion to describe, discuss and put forward his case. It is what could make you a scorn yet even without the valuable education you are the same match to the drop out. Today I saw them saying something else’ is a passionate and morose appeal to his pride gained from the value of education to make him recognizable. He is now a minnow and below the centre of social repute and distinctiveness of an individual. Within these profound contexts within the essayist situation analysis and his insights about the repercussions of manoeuvres to attain academic distinction yet plunge into a sea of misrecognition by being compared and working as one of those detested and referred as public scorns for their minimal academic capacity is insulting and confusing. To him, it is ailing his conscience. They were untrue in part; it turns out that you’ll get called â€Å"boy† if you do work that others don’t respect even if you have a Ph. D. It isn’t education that counts, but the job in which you land. This is his perspective, to expound on the uselessness of education comparatively to his situation analysis. Here we see a subtle cry and his way of comparing his fate. It is an emotional and socially perceptive ideology. Emotional, since he is worried that he learned and hoped to supersede social implications and join the league of the learned employed who influence and are the pride of the society. Yet he is now among the least recognized and looked down on. ‘It turns out that you’ll get called â€Å"boy† if you do work that others don’t respect even if you have a PhD’ This is his point on this perspective, he is learned and qualified yet he works as a lemon cutter and he is not even recognized at the workplace let alone by the barmaid. This point showcases the writers wit and it’s within this context we decipher the judicious self- exposure of the writer’s own character. He is objective and determined a listener and an analytical person. â€Å"Are you the boy who cuts the lemons? This is where we discover he is frustrated and feels insulted by circumstances. He is grappling with reality. His point explains the discontentment of the protagonist about his career and the relevancy to his assertion about education being important and suddenly the realization that it is not on some circumstances† I’m the man who does’ It is his acceptance of his fate and an expression of conformity to the circumstances that he is now pitted in. He finds no discourse in segregating his position due to his education background hence accepts his fate and position as a social perceptiveness. He is no longer focussed on making his moral authority within the academic faculties to spell out his elite nature as farcified by the billboard impression. â€Å"Are you the boy who cuts the lemons? I’m the man who does’ is an expression of his seeking to make some points clear within the workplace. It is a coupled methodology of making a case clear, emotive and correlative to his perspective. This is imagery and metaphoric distinctiveness. His workmates don’t even recognize him as an integral part of the workplace. The name boy is contentious and he seeks to address the problem of misrecognition by creating a scenario that imparts his distinctiveness which within the workplace is not recognizable. The workmates are oblivious of his qualifications. Here he seeks to make us identify with his vast knowledge which so far he deems useless. In his two expressions which seek to vilify his potential, he mentions that the maid didn’t realize is reply that ‘he is the man who does it, not the boy who does it’ He is making it clear that he is qualified to be in a better and more professional position. Secondly his reflections ‘They assumed that some people just won’t learn respect for others, so you should adapt yourself to them. Don’t try to change them. Get the right job and they won’t call you boy any more. They’ll save it for the next man. It isn’t just people like this one waitress who learn slowly, if at all. We see lamentations here. He is metaphoric ‘that some people just won’t learn respect for others, so you should adapt yourself to them’ and figurative in context Get the right job and they won’t call you boy any more’. Auspiciously he is figurative in seeking to identify and correlate with the college scenario of the ‘wombats’ and metaphorical as he seeks to put in place the generalization of excellence and academic capacity as a triviality within workplace on a situation in which, the protagonist is doing the same thing with those without any distinctive capacity so as to make ends meet. He is emphatic, lamentative and perspective as he seeks to make his lingering acrimonious reservation to the degradation of his moral position though he has an invariable better and dignified capacity than what he seems to view as his detractor within the workplace. Certainly I won’t forget being called a boy today’ The essayist is using word play to make clear a case of emotions he felt when he was undermined and that he made emphatic efforts to make the scenario change to his favour to no avail. On the basis of dialogue, the writer is seen to converse with the waitress who seems to be merely up to no positive perspectives in the conversation. It is in this conversation the writer denounces the waitress and makes the issue of recognition within workplace contentious. This is as seen in this conversation with the waitress and the cook Dana â€Å"Are you the boy who cuts the lemons? † I’m the man who does, â€Å"I replied. â€Å"Well, there are none cut. † There wasn’t even a hint that she heard my point. Dana, who has cooked here for twelve years or so, heard that exchange,. â€Å"It’s no use, Jack,† he said when she was gone. â€Å"If she doesn’t know now, she never will. † Imagery is the integral in his prose and his title ‘from man to boy’ is indicative of his perspective to use imagery. He has a varying penchant for long figurative and satirical sentences to make clear some of his sentiments. This is seen as he sums up his forlorn though deciphered from the waitress looking down on him situation. ‘It didn’t take much persuasion to get the name dropped. Today there are few students who remember it at all. But I imagine the cleaning women remember it well. Certainly I won’t forget being called a boy today. ’ He is coupling exposition and dialogue while at the same time making an inclusion of ethos to actualize his point.

Beware these Dangerous E-Z Pass Scams

Beware these Dangerous E-Z Pass Scams Want to jump on the fast lane to becoming an identity theft victim? Simple! Just fall for the dangerous and tricky E-Z Pass email phishing scam. The E-Z Pass system  automatic toll collection system  allows subscribers to avoid having to stop at crowded highway toll plazas. Once the driver has set up an E-Z Pass prepaid account, they receive a small electronic transponder that attaches to the inside of the windshield of their vehicle. When they travel thru a toll facility where E-Z Pass is accepted, an antenna at the toll plaza reads their transponder and automatically debits their account the appropriate amount for the toll. E-Z Pass is currently available in 17 states, with over 35 million E‑Z Pass devices in circulation.   According to the Federal Trade Commission, potential victims targeted by this scam get an email appearing to be from their state E-Z Pass toll road agency. The email will have a realistic E-Z Pass logo and will use pretty threatening language to informing you that you owe money for driving on a toll road without paying or using E-Z Pass. The email also contains the â€Å"hook† in the form of a link to a website where you can view your supposed invoice and take care of your supposed fine without fear of further legal action against you. The scam email is not from the real E-Z Pass Group, an association of toll agencies in 17 states that manages the popular E-Z Pass program. While the E-Z Pass system  operates in only 17  states, and your state may not even have any toll roads, you may still be targeted by the E-Z Pass scam, because  the scam emails are being sent to consumers nationwide. The Worst That Can Happen If you click on the link given in the email, the scumbags running the scam will try to put malware on your computer. And if you give the fake E-Z Pass website any of your personal information, they will almost certainly use it to steal your identity. Goodbye money, credit rating, and personal security. How to Protect Yourself from the Scam The FTC recommends that if you get the E-Z Pass email, do not click on any links in the message or try to reply to it. If you think the email may really be from E-Z Pass or if you think you might actually owe a toll road payment, contact E-Z Pass customer service to confirm that it is really from them. The E-Z Pass email is only one of a seemingly endless list of similar phishing scams, in which scammers pose as legitimate businesses in an attempt to steal consumers’ personal information. To help stay safe from these dangerous scams, the FTC advises: Never click on any links in emails unless you are certain you know or do business with the sender.Never reply to any emails that ask for personal or financial information. Even if the sender is legitimate, email is not a secure way to send such information. In fact, it is never a good idea to include things like your Social Security number or bank account information in any email message, including those you send.Always keep your computer security software current and active. How to Turn the Scammers In If you think you might have gotten a phishing scam email or be a victim of one, you can: Forward the suspect email to spamuce.gov and to the company impersonated in the email.File an official complaint with the Federal Trade Commission’s online FTC Complain Assistant. The E-Z Pass Transponder Theft Scam Another dangerous E-Z Pass scam has nothing to do with email. In this simple act of costly mayhem, thieves find cars and trucks that have been left unlocked so they do not have to break in. Once inside the vehicle, the thief simply steals the victim’s E-Z Pass device and replaces it with a non-operating fake one. In a matter of seconds, the crime that can cost the victim for months, or at least until they figure it out. In 2016, one stolen EZ Pass transponder in Pennsylvania racked up more than $11,000 in fraudulent charges before its real owner discovered the crime. As police advise, avoiding the E-Z Pass transponder theft scam is simple: Lock your car or truck.

A Tongue-Twisting Language Arts Lesson Plan

A Tongue-Twisting Language Arts Lesson Plan Peter Piper Picked a Peck of Pickled Peppers! She Sells Seashells by the Seashore! Toy Boat! Toy Boat! Toy Boat! Try saying these words several times quickly and youll see why tongue twisters can be a totally terrific part of your Language Arts curriculum. Not only are they silly, but these funny phrases focus on phonics, parts of speech, oral language, alliteration, reading, writing, and more. First, pique the childrens interest by introducing them to some of the more well-known tongue twisters. Challenge the children to say each phrase five times fast. Toy Boat is a great one because it sounds easy, but its actually quite difficult to repeat it fast. Try it yourself and see! Next, read a tongue-twisting book such as Twimericks, Dr. Seuss Oh Say Can You Say?, or Worlds Toughest Tongue Twisters. The kids will love watching you struggle through the tongue-tickling phrases from these books. You will probably have to stop every so often to give the kids a chance to practice the twisters. Its simply too irresistible to them if they have to wait. After the book, introduce the concept of alliteration. If you teach students in second grade or older, they will probably be able to handle this big word. In fact, it is a third grade academic standard in my district that all students know alliteration and begin to apply it in their writing. Alliteration simply means the repetition of the beginning sound in two or more words together. Younger students can build on the letter decoding skills included in tongue twisters by reading phonics poems in books such as the Phonics Through Poetry series. These poems are a little different than traditional tongue twisters, but they are a fun way to practice certain beginning sounds, rhymes, digraphs, and more. You may also want to discuss what makes these sentences and phrases so difficult to pronounce quickly. To build in writing practice, the students will have a blast building their own tongue twisters. To start, you can have the kids make four columns on their papers: one for adjectives, one for nouns, one for verbs, and one for other parts of speech. To determine the letter for their twisters, I usually just have them pick one of their initials. This gives them a little bit of free choice, but also ensures that you dont get 20 twisters of the same letter. After the children brainstorm approximately 10-15 words for each column that begin with their chosen letters, they can start putting together their twisters. I stipulate that they have to write complete sentences, not simple phrases. My students got so carried away that many of them asked if they could make more than one. I even had one child who made 12! To culminate the tongue twisting lesson, I have the kids write one twister on the bottom of a page and illustrate it above. These make a great project to post on a bulletin board because the children will love reading each others sentences and trying to say them five times fast. Give this tongue-twisting lesson a try and its sure to become one of your favorite lessons to teach each year. Yes, its a little silly and full of giggles, but at the end of the day, the kids really will have gained valuable language arts skills.

Telephonica Global Strategy, Structure, and Operations Essay

Telephonica Global Strategy, Structure, and Operations - Essay Example The economics of scale in producing and marketing a product in the same way worldwide would produce substantially lower costs, and thus allow lower prices that would overcome remaining differences in tastes. According to the case study: "the telecommunications industry has today become the largest in the world, generating $US 1 trillion (US$1,000 billion) in revenues in 1998 in worldwide service revenues and equipment sales. In 1997, telecom services alone generated a revenue in excess of USS650 billion" (Telephonica Today, 1999). Globalization allows Telephonica to maintain high-speed growth through continuous optimization of is product mix and constant technological innovation. It has also realized rapid expansion through capital injections. In 1997 Telephonica became "a completely private company" and has begun to follow a strategy of withdrawing from small markets with limited potential for its core products and to look for markets in countries with a major growth potential for telecommunication industry. "The first half of 1999 was putting Telef6nica's aggressive strategy of investing in Latin America to the test" (Telephonica Today, 1999). The choice of Brazil was not accidental. This market is considered as the most potential one for telecommunication industry because it had the poorest telecommunication infrastructure development among other Latin American countries. The other potential markets were Argentina, Venezuela, Puerto Rico, Colombia, Peru, Mexico, El Salvador and Chili. The situation is marked by two factor - specification, which is to do with the 'design quality' of service, and conformity, which is to do with the 'process' quality which is achieved are of particular importance to customers. The main challenge is that Telephonica is well-positioned to take on this important global leadership role. It has the global resources and certainly has the technological capability. According to Johnson and Scholes (1998) the size of the investment required by a business wishing to enter an industry is an important determinant of the extent new entrants. The higher the investment required, the less the threat from new entrants. The lower the required investment, the greater is the threat. In this situation: "Telefonica saw opportunity in Latin America whereas most other companies saw risk, and is now present in nine countries with an annual average growth of 13% since 1995" (Telephonica Today, 1999). Another important challenge of global strategy applied by Telephonica is the concept of international culture, which "was absent in the world of telecommunication at that time" (Case study). Latin America has a complex culture which interacts with business in the way of socialization (the influences which shape behaviour in a particular social setting). At its deepest level. In spite this fact, it was more easy for a Spanish-based company to penetrate into Latin American market and gain its competitice position. Another important opportunity is great belief of management team in potential and success. Juan Villalonga commented that "Latin America is to Telefobica what the United States is to AT&T, It is our home, our culture and our language" (Telephonica Today, 1999). In general, it is possible to say that culture in Telephonica is based on the interrelationship of strategy formulation and implementation. The success of the company was caused by correlation of strategy, structure,