Political campaigns Essay Example for Free

Political crusades Essay Political crusades additionally give a lot to consider and think. They are additionally inconceivably engaging especially as the gloves come out and restricting gatherings begin to put it all out on the table. Battle promotions are an incredible asset to cast yourself with a particular goal in mind, as reliable, fair, and prepared to complete things. Anyway they can likewise be utilized to make your adversary look stupid, bumbling and so on. An elegantly composed and created include can be exceptionally full of feeling regardless of the substance yet a few advertisements simply go well beyond. My preferred political include from 2006 was the Western for Bill Richardson for Governor. This advertisement is a specific most loved not for who was running yet for the innovativeness of the promotion. What is more American than a western? The business is quintessentially American. Sheriffs are normally depicted as being straightforward, dependable, bold, prepared to right wrongs, prepared to battle. Just by depicting Bill Richardson as the sheriff these excellencies are inferred without night notice them. It is an incredible equal that some of Richardson’s achievements work with customary sheriff obligations, for example, imprisoning of fierce hoodlums. Not exclusively is the western customary and representative yet the silliness that is shown toward the end just adds to the battle. It shows that Richardson isn't reluctant to have a ton of fun and snicker at himself a piece. After all what sheriff would stroll into a cantina and request milk. In the past times that would be the start of a battle at that moment. This business was especially very much done. It recounted to a fascinating story especially in pictures and it played to Richardson’s qualities. It is a customary battle move to assault your adversaries and show them in a negative like however I acknowledge how Richardson maintains the attention on himself. All things considered on the off chance that you are attempting to advance yourself the most ideal path is to show your qualities. Somebody will show the opposition’s shortcoming; it generally occurs so why do whatever it takes not to have some good times. This political include seemed as though a great deal of fun and I am certain Richardson had a ton of fun creation it.

Satirical Elements In A Modest Proposal English Literature Essay

Ironical Elements In A Modest Proposal English Literature Essay In A Modest Proposal, parody is one of the primary components Jonathan Swift uses to clarify how Protestants mishandled Irish Catholics during the 1700s. A parody is an artistic work that impacts or pushes fun at debasement or any extra blunder or blemish. Parody may make the peruser express diversion at, or experience contempt for, the individual or item caricaturized. The significant capacity of a parody to incite perusers to fix the issue under discussion. The significant weapon of a comedian is verbal incongruity, a hyperbole where language is utilized to slight an individual or item by passing on a ramifications that is the opposite of what the words state. In A Modest Proposal, Jonathan Swift uses components of parody to evaluate Protestant savagery of Irish Catholics. Parody in writing, otherwise called Juvenalian parody, is utilized by those whose point is joke. It is more just known than characterized. From exceptionally bygone eras comedians have shared a recognizable objective: to render silliness in the entirety of its masks and to bring about change through such contact. It was a custom in English Literature through the seventeenth and mid eighteenth hundreds of years that scholars and writers would much of the time utilize the act of parody either for political purposes or simply to stress the  peculiarities of the general public. In such manner numerous main English artistic scholars utilized parody in their work, yet while various them utilized it to design a diverting circumstance, others would give it a very unsympathetic tone, which brought about some grave issues with the individuals who were focused in their work. There are three fundamental sorts of parody; Juvenalian, Horatian, and Menippean. Horatian parody is named after the Roman humorist Horatian. It looks to object to instead of ambush bad habit or indiscretion. A few techniques for parody incorporate incongruity, cleverness, or frivolity. By and large, Horatian parody is gentler, better humored and thoughtful, fairly receptive of human imprudence. It will in general counterfeit human silliness by and large or by type as opposed to pounce upon specific people. Hence it will in general make a critical grin. Juvenalian is named after the Roman comedian Juvenal. It is more severe than Horatian parody. It regularly flares and shows dissatisfaction for individuals, and looks to handle some malice in the public eye through scorn and criticism. While delight and joke are still weapons of Horatian parody, the Juvenalian humorist isnt alarmed to utilize castigation to build a point. A Modest Proposal is a case of a Juvenalian parody. Menippean parody, then again, is the most established type of parody. It was named after Menippus. It is a multifaceted, confused, and frequently ill defined type of parody. It will in general denounce the topic. It is a parody that reprimands everything in a disconnected way. Conversation is imperative to this sort of parody. It sees human silliness and injustice as a common ailment. A Modest Proposal is everything that a sarcastic content ought to be. It incorporates skepticism and joke as Jonathan Swift takes and gives us how the denied are dealt with wretchedly. The apparently harmless starting leads the crowd to assume that Swift will build up proposals that diminish the enduring of lamentable kids in eighteenth century Ireland, a second in time of congestion and land strain (suite101.) He appears to be certified and thinks it is a setback how wherever they walk around the roads of Dublin they see awful residents arguing others for hand outs. Quick tells the crowd how the offspring of poor families are inconvenience and how as opposed to requiring toll and articles of clothing the remainder of their lives, they will flexibly to the taking care of and attire of various measures of individuals. Any wise individual would think he plans to put them in industrial facilities or ranches to work and not be on the avenues imploring for food. He at that point tells any way that a youthful fit youngster at a year old is a generally scrumptious, supporting and healthy food (Swift.) Swift at that point proceeds as though he said something completely balanced and sound. As per his recommendation, twenty thousand youngsters might be saved for multiplication which is more than they agree to for sheep, dairy cattle, and pig. This is the point at which the farce begins to open up and that is at what time he drops the bomb on the crowd. The pay of his proposition is obvious. Every one of his proposition are comical, some even loathsome. The more unfortunate occupants will have something prized of their own, which they may sell, to help pay the proprietors charge. Not exclusively will they distribute their kids to the proprietors however on the off chance that they don't pay out their rent, the landowners can hold onto their children. The children are being utilized as an article of exchange and not in any case considered an individual. This recommendation is unexpected in itself since Swifts proposition to sell and eat overabundance youngsters isn't humble at all nor is it a reasonable answer for Irelands issues. Quick states kids these days either grow up to be hoodlums or to battle for the Pretender (Swift), and accuses the populace as a full. A dull, harsh piece ofâ literature, Juvenalian parody utilizes shadowy diversion among other ironical procedures to introduce horrible reactions of pay off or uncouthness. Jonathan Swift, who is notable for his ironical composition, utilizes all parts of Juvenalian parody in his essay A Modest Proposal to ambush the methods Ireland all in all was run during his time. The focal hyperbole in A Modest Proposal is verbal incongruity, in which a creator or storyteller says the opposite of what he implies. Swifts excellent usage of this gadget makes his key contention that the Irish are deserving of more beneficial treatment from the English-telling and horrendously engaging. The ironical goal of A Modest Proposal was misconstrued by loads of Swifts partners, and he was unsympathetically condemned for composing a paper with such amazingly awful taste. He verged on losing his help in light of this paper. The confusion of the expectation of the ironical assault occurred generally as a result of the distinction between the humorous goal of the savage proposition and the earnest tone of the account voice. In A Modest Proposal, Jonathan Swift uses components of parody to survey Protestant remorselessness of Irish Catholics. The significant weapon of a comedian is verbal incongruity, an interesting expression where language is utilized to affront an individual or article by passing on a ramifications that is the opposite of what the words state. A parody is an abstract work that impacts or pushes fun at defilement or any extra mistake or flaw. The significant capacity of a parody to provoke perusers to fix the issue under discussion. Parody may make the peruser express delight at, or experience contempt for, the individual or item mocked.

Benefits of a Paper Planner

Benefits of a Paper Planner Hi guys! I’m sorry I’ve been so MIA lately…Midterms are something new for me since I’m a freshman so I’ve been dedicating a lot of my time toward studying. This post will be shorter than normal, but I hope it’s still a helpful read. Today, I’m going to be talking about my all-time favorite school supply: my planner! I’m just going to start by saying that my planner is probably the one thing that I have nearby at all times. It basically holds my life together in one cute little book… Now, I know what you might be thinking: Why would I want to carry around a paper planner if I can just use my phone’s note section/calendar app? Here are some reasons why I think having a paper planner is much more beneficial than using an electronic version: Reason #1: Togetherness Everything you need to know is right at your fingertips in a cohesive unit. It’s easy to color code things with different colored pens, highlighters, etc. Reason #2: Physical Writing According to psychologists, writing things down is much better for retention. Plus, if you’re super creative (like me), writing things in your planner might even turn out to be a little fun. I usually doodle in my planner and write things in different colors so it makes my tasks seem less stressful. Reason #3: Crossing Out Crossing things off of a to-do list or crossing off entire days can be extremely relieving during stressful times (like midterm season). Reason #4: Long Term View What am I doing on October 2? Do I have finals? Any assignments due? Let me check my planner!” Professors and instructors will hand out a syllabus with most of the important dates on there. Writing these important dates down ahead of time will not only help you prepare, it’ll make sure there are no conflicting exams or meetings, etc. Reason #5: Adulting Being so organized really makes you appear like an actual, functioning adult…(even if you may not feel like one all the time). Nisha Class of 2022 The first time I visited Illinois, I knew that it was the school for me! I am on the pre-med track, majoring in Psychology in the College of Liberal Arts and Sciences.

Chinese Character for Left

Knowing the Chinese word for left can be very helpful when it comes to giving directions or pointing something out. Easily remember how to say and write  left  in Chinese with these few explanations. Breaking Down the Character The Chinese character for left is Ã¥ · ¦ (zuÇ’). The character is composed of two elements: the radical Ã¥ · ¥ (gÃ… ng) and a stylized version of the character 手 (shÇ’u). The character Ã¥ · ¥ means worker or work. Pictographically, the word represents a carpenters square. The character 手 means hand. Therefore, one can interpret Ã¥ · ¦ as a left hand holding a square.   Compare this with Ã¥  ³ (yà ²u), which means right. Both of these characters contain a stylized symbol of the word for hand. But in the case of Ã¥  ³, the characters second element is the word for mouth,  Ã¥  £ (kÇ’u). Because it is common to eat with the right hand, the inclusion of  Ã¥  £ (kÇ’u)  reminds us that the definition of Ã¥  ³Ã‚  is right. Mandarin Vocabulary With ZuÇ’ Get a taste of how you can put the Chinese word for  left  to use with this chart of characters and phrases. Traditional Characters Simplified Characters Pinyin English zu bin left (side) zu ln shu qing revolver zu yu about; approximately; left and right; around zu min left side of something zu yu gu qun the old one-two; a left and a right hook xingzu facing left zhngzu center-left xingzu to be at right angles

Physical Education for Homeschool Kids

Government backed initiatives to promote female participation in STEM Free Essays

Introduction This essay aims to explore the UK based initiatives designed to promote female participation within Science, Technology, Engineering and Mathematical (STEM) disciplines focusing predominately on Physics. The essay will consider the different teaching techniques and styles that have been researched and implemented in order to appeal specifically to a female audience and their relative success in terms of encouraging females to pursue both higher education in STEM based disciplines and careers. It has been well documented that women in STEM based subjects are under-represented which has lead to an absence of females actively employed within STEM careers. We will write a custom essay sample on Government backed initiatives to promote female participation in STEM or any similar topic only for you Order Now Women were only 12.3 per cent of the workforce in all STEM occupations including health and skilled trades in 2008. This is, however, an increase of 2.0 percentage points since 2003 (Kirkup, et al., 2010. Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC) showing that there has been some successful work towards encouraging females towards STEM careers. This under-representation is no more apparent than within the science discipline of Physics, which displays the persistent problem of a lack of girls continuing to study physics after the age of 16 (physics is a compulsory part of the GCSE curriculum). A substantial number of girls do well at Key Stage 4 but do not choose to study physics post-16. In 2005, only 14% of girls who were awarded an A* or A for GCSE Double Award Science or physics progressed to A level physics (Hollins et al., 2006). Whilst there has been a small year-on-year increase in the number of A level physics cand idates between 2006 and 2008 (Institute of Physics, 2008), there has been little change in the proportion of girls that have taken the subject post-16. In 2008, only 22% of the entries for A-level Physics were female (Institute of Physics, 2008). These statistics can be seen clearly in the appendix where the number of female entries in 2008 actually illustrates a decrease in female uptake in comparison to 2007 of -0.3%. In addition, recruitment to biology has remained relatively stable with more females than males being entered for A-level examinations. Chemistry entries for both male and females are relatively equal and mathematics still sees a top-heavy male count, although less dramatically than physics. There has been an extensive amount of research into the potential reasons behind the consistently low numbers of females within Physics. The development of institutionalised education in England was based on principles of class and gender differentiation (Purvis, 1981) and many scholars attribute existing gender culture today to their historical roots where middle-class girls were to be educated to take up roles as wives and mothers of elite men. Consequently, physics, with its high mathematical content and often abstract ideas, was a subject thought suitable only to males with girls focusing on the religious and moral aspects of science and the possibilities it provided for enhancing domestic accomplishments. Many still believe connotations of this attitude exist today and while it is important to recognise that although ‘educational policy may change, what students, their parents and their teachers have come to understand as appropriate ways for girls and boys to be, to know and to behave, will continue to reflect the historical roots of the culture’ (Murphy,P.,Whitelegg,E .,2006). In addition, research by Alison Kelly (1987) identifies three factors that appear to account for a lack of interest by women in science, namely women see it as likely to be difficult, masculine, and impersonal. A number of modern day initiatives and specific teaching techniques have been coined to address these misconceptions and will be explored, with their relative success critiqued, in the remaining body of the essay. Many initiatives to encourage female participation in science try to address the causes of the phenomena known in academia as the ‘leaky pipeline’. The phrase has been devised to illustrate what statistics clearly show, much like a ‘leaky pipeline’, women steadily drop out of the science educational system, which carries students from secondary school through university and on to a job in STEM. Figure 1 illustrates the risks that may be experienced by women already in the science pipeline upon commencement of a STEM based career. Source: International federation of university women [image online] Available at: http://www.ifuw.org/imgs/blog/blog_leaky_pipeline.jpg [Accessed 16 April 2011]. Pell (1996) acknowledges that much of the selection between men and women has taken place even before academia is entered arguing that critical phases in the selection towards an academic career include early childhood, adolescence, school years and the job entry period. Pell gives development of self-esteem in early life-course, student-teacher interaction in classrooms leading to lower aspirations amongst girls, fewer female role models, and conflicts with family responsibilities, as some of the reasons for the ‘leak’ in the pipeline. Blickenstaff. J (2005) argues alternatively that ‘no one in a position of power along the pipeline has consciously decided to filter women out of the STEM stream, but the cumulative effect of many separate but related factors results in the sex imbalance in STEM that is observed today’. Many believe the ‘leakage’ from the pipeline requires a multi-faceted solution, and time is needed to allow innovations in teach ing and learning to take effect, only then will this be evident within the statistics often used to prove such initiatives have failed. It can be questioned whether the merit of such initiatives can so quickly be analysed and concluded as failures if they have not had sufficient time to evolve. For example, the increase of girls choosing to study physics may only see an increase in numbers once teaching practices, academic relevance of the syllabus and functional support networks are truly aligned together and are sustainable. This issue has been further addressed by Cronin and Roger (1999) who point out that initiatives to bring women and science together focus on one of three areas: attracting women to science, supporting women already in science, or changing science to be more inclusive of women, however, some initiatives emphasise one or two of these possibilities and ignored the other(s). A.Phipps (2008) reasons that the important initiatives designed to address the problem are under-researched allowing little opportunity for educational practitioners, activists, policy-makers and scholars to analyse and learn from the practices and policies that were developed over the past decade. Outside of the classroom, many initiatives and organizations have been set up to encourage, support and engage women within STEM careers. One of the most prominent and long running initiatives, Women In Science and Engineering (WISE) was founded in 1984 with the aim of encouraging understanding of science among young girls and women and to promote choosing it as a career. WISE provide a range of different services and initiatives in order to achieve this aim, and engage with other organisations that provide such services. This includes resources for girls, teachers and parents. More can be found on their website . There is only limited work evaluating the impact of WISE policies since the organization began. Phipps (2008) suggests that although school visits by WISE did have a positive effect on girls’ opinions of science this was not translated into long term change in their career ambitions. Alternatively, WISE claim that the campaign has helped to double the percentage of f emale engineering graduates from 7% in 1984 to 15% today. They claim the success of the WISE programmes can only be measured using the proportions of engineering students and engineers who are female (WISE, 2010). To date, however, there has been no onward tracking of participants from the WISE outlook programme. This leads others to be more critical with Henwood (1996) claiming WISE have ‘inadvertently limited the ways in which girls and women could discuss the challenges they faced’ and with no detailed research evaluating whether various actions and policies by WISE have produced the impact, it can be hard to attribute the growth to WISE without questioning whether other factors were at play. Phipps (2008) echoes this uncertainty stating ‘it is difficult to definitely conclude that WISE policies have been the decisive or contributory factor in encouraging female participation in scientific careers’. The UK government made a firm commitment to remedy the current situation assisting with the launch, in 2004, of the UK Resource Centre (UKRC) for Women in SET (science, engineering and technology). This organisation aims to provide practical support and help in order to encourage more women to take up a career in STEM (UKRC, 2007; Wynarczyk, 2006, 2007a). However, the activities of the UKRC are predominantly focused on the participation of women in STEM careers and its responsibility does not include education. With the greater focus on evaluative data, the UKRC holds and actively records the numbers of women with whom it has engaged in its work, and also collects statistics on the outcomes for returners in its programmes (UKRC, 2010). Many have criticized the large number of non-governmental organisations and initiatives involved in the STEM sector stating that the process is fragmented and uncoordinated to the extent that policy and initiatives may be unable to reach their full potential. The STEM Cross-Cutting Programme also concluded that ‘at the current time there are far too many schemes, each of which has its own overheads’.(DfES, 2006a: p.3). Despite this, the Government has substantially increased its STEM education budget and activities in an attempt to reverse the current STEM trends including cash initiatives to encourage more physics trained teachers, (Jha,A,. Guardian online 2005 ‘New incentives for maths and physics teachers’ [Available online] ). Within the current UK educational system, educators have been working for many years to encourage more girls to participate in school science through programs like Girls Into Science and Technology (GIST) and Computer Clubs for Girls (CC4G). The later is a not-for profit employer led organisation licensed by the government with the Department for Children Schools and Families (DCSF) currently funding it. Furthermore, the UK Government is providing support for schools to encourage more girls to study physics and to help them to become more confident and assertive in the subject. Approaches to teaching physics with an emphasis on physics as a ‘socially relevant and applied subject has led to higher attainment for both males and females’ (Murphy and Whitelegg, 2006). Previous research has also indicated that girls are motivated to study physics when they can see it as part of a ‘pathway to desirable careers’ (Murphy and Whitelegg, 2006). Successful approaches t o making physics more relevant to girls included, as presented in ‘Girls into physics-Action research’: Integrating physic-related careers in class (e.g. through direct references, set assignments, posters and displays in the classroom). Creating opportunities in lessons for students to explore the social relevance of physics (including the roles of physicists). Real life experiences with work experience and role models were also effective in ‘bringing physics to life’. Source: Daly.A et al 2009, Girls into physics- Action Research, Research brief. Page 2. [Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RB103.pdf However, several challenges are related to these approaches. Some students, especially those of a younger age group, struggle to articulate their careers aspirations and there may also be a lack of knowledge about career options among teachers. This could add pressure onto the teacher as they feel the need to research and bring these elements into their lesson planning and schemes of work (SoW). It is already well documented about the time constraints many teachers experience with regards to sufficient planning and marking time. It could be suggested that with the low number of trained physics teachers available within the educational system at this time and their high demand (Institue of Physics, Physics and: teacher numbers, 2010), that additional content beyond that of the curriculum could put viable trainees off this career and potentially push them into other subject areas where there is less additional material to deal with. Availability of school resources could also be a prob lem. The ‘Girls into physics action research’ commissioned by the Institue of physics and undertaken by Daly.A., et al (2009) aims to address five key assumptions that girls have about physics identfied in prior research by Murphy,P and Whitelegg,E (2006). This essential practice (figure 2) is deemed to support female participation within physics and it is hoped that it will be adopted as part of the classroom management. Figure 2: Essential practice that supports girls participation in physics Source: Daly.A., et al 2009, GIRLS INTO PHYSICS – ACTION RESEARCH, Figure 2, page 6. [Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf The research, also carried out on behalf of the Department for Education (DfES), recommends numerous ‘top tips’ for successful teaching and learning with these suggestions available to view in the appendix. These tips have been identified by teachers who have shown some success in enagaing female students. Alternatively, B. Ponchaud (2008) conducted a review within schools where the female uptake of physcis was already particularly high. Ponchaud identified several top tips for teachers to use to engage female students. 1Encourage collaboration in learning through more group discussion and activities. 2Present the big picture whenever possible rather than just concentrating on individual ideas. 3Give students the privacy and confidence to take risks in their thinking and responses by careful use of formative questions and the use of individual whiteboards for example. 4Vary the grouping in class for practical and other activities to avoid some students dominating and others (often girls) becoming passive. 5Don’t ‘talk equations’; develop ideas before using technical language and then use it in context. 6Use a variety of illustrations based on male and female students’ interests. 7Use a variety of analogies that help the student and accept, for discussion, any they suggest. 8Have an explicit rationale for teaching, which includes social relevance. Table 1: B.Ponchard’s top tips to engage female students in physics Source: Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Antonia Rowlinson from St Anthony’s RC girls’ school implemented the ‘top tips’ without the need to alter the curriculum. Physics was contextualised or illustrated in the areas of interest revealed by Ponchaud’s investigation. For example, within the forces module, questions on friction were set in the context of the then current Strictly Come Dancing television programme. The follow-up survey showed that ‘whilst this new teaching technique had not substantially shifted the students’ perceptions about physics there were improvements. More girls saw physics as relevant to their career aspirations’ (Ponchaud 2008). In conclusion, evidence clearly shows that an under-representation of females is a cause for concern. Girls perceive themselves to be less capable and less interested, than boys, in science and these attitudes can be attributed to historical views of women that are proving hard to dismiss. Many believe that science educators have a responsibility to change those factors under their control. Over time, individual actions by teachers will help girls to break down the filter in the STEM pipeline and result in equal participation, benefiting society. Teachers should pay attention to the way they address and present physics, watching out for language and terminology, which has a vast psychological effect for females who may suffer from stereotype threat and believe they are not capable. I have also explored the idea that girls respond to physics when it is taught in an accessible and socially relevant way but countered this with the argument of teaching time constraints and available school resources. Work that examines the overall successful impact of initiatives and policies aimed at promoting the cause of women in science has provided a mixed verdict and can be open to critique. It seems apparent that although these initiatives specifically target the thoroughly researched reasons why females may disengage from physics and science as whole, they cannot systematically prove that the apparent incremental growth in participation figures are down to the programmes and measures they have put in place. Only recently, has initiatives such as UKRC began to collect evaluative data on the amount of women that have been effected by their work. Some texts have assumed a positive impact for various policies, citing increases in the proportions of women pursuing certain courses as evidence for different policies’ success (e.g. WISE, 2010). I have explored such critique on this view including Phipps (2008) who recognises the limited successes and impact of initiatives in general, but t empers this with statements acknowledging the wide range of challenges facing these initiatives. I believe that when more organisations begin to record and monitor engagement rates as a direct result of exposure to a particular initiative, successful programmes will become more apparent. However, I also realize that many of these organisations have limited funding and capabilities disabling them from doing this as they focus budgets on areas addressing there inherit strategy. Until this is addressed with additional funding, I fear the exact effects of many of these initiatives will never be known and it will remain a subject for academic discussion. References Blickenstaff, J C (2005). Women and science careers: leaky pipeline or gender filterGender and Education Vol. 17, No. 4, October 2005, pp. 369–386 Cronin, C. Roger, A. (1999) Theorizing progress: women in science, engineering, and technology in higher education, Journal of Research in Science Teaching, 36(6), 639–661. Computer Club for Girls. Accessed on 16/04/2011 http://www.cc4g.net/ Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH, Research brief. [Available online] Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH,[Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf DfES, (2006a), ‘The Science, Technology, Engineering and Mathematics (STEM) Programme Report’, HMSO, ISBN: 978-184478-827-9 Henwood, F. (1996), ‘WISE ChoicesUnderstanding occupational decision-making in a climate of equal opportunities for women in science and technology’, Genderand Education, 8 (2), 119-214. Hollins, M., Murphy, P., Ponchaud, B. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Teachers’ Guide for Action. London, Institute of Physics Institute of Physics (2010) Physics and: teacher numbers, An Institute of Physics briefing note: Institute of Physics (2008) Year on year increase of physics A-level entrants. Available from: Kelly, A. 1987,Science for girlsPhiladelphia, PA: Open University Press Kirkup, G., Zalevski, A., Maruyama, T. and Batool, I. (2010). Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC. Murphy, P. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Review of the Research on the Participation of Girls in Physics. London, Institute of Physics Murphy., P and Whitelegg., E (2006) ‘Girls and physics: continuing barriers to ‘belonging†, Curriculum Journal, 17: 3, 281 — 305 Pell AN (1996). Fixing the leaky pipeline: women scientists in academia. Journal of animal science, 74 (11), Phipps, A. (2008). Women in Science, Engineering, and Technology: three decades of UK initiatives. Stoke on Trent: Trentham Books Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Purvis, J. (1981) The double burden of class and gender in the schooling of working-class girls in nineteenth-century England 1800–1870, in: L. Barton S. Walker (Eds) Schools, teachers and teaching (Barcombe, Falmer Press). Women in Science and Engineering (WISE). Accessed on 16/04/2011 Women in Science and Engineering Research Project. A publication by The Scottish Government. Accessed on 16/04/2011 Wynarczyk, P. (2006), â€Å"An International Investigation into Gender Inequality in Science, Technology, Engineering and Mathematics (STEM)†, Guest Editor, Journal of Equal Opportunities International, Special Issue, Volume 25, issue 8, December. Wynarczyk, P., (2007a), ‘Addressing the â€Å"Gender Gap† in the Managerial Labour Market: The Case of Scientific Small and Medium-sized Enterprises (SMEs) in the North East of England’, Management Research News: Communication of Emergent International Management Research, v.30:11, 12 Wynarczyk, P and Hale 2009, Take up of Science and Technology Subjects in Schools and Colleges: A Synthesis Review. Commissioned by: Economic and Social Research Council (ESRC), and the Department for Children, Schools and Families (DCSF) How to cite Government backed initiatives to promote female participation in STEM, Essay examples

Life is Beautiful Essay Example

Life is Beautiful Essay Life Is Beautiful, explores the power of laughter to lift the human spirit even in the face of extreme tragedy.Director, Roberto Benigni is able to do this buy taking a fairy tale approach that is both funny and moving but with an unusual shift in tone midway through the film.Benigni who plays Guido in the film using humor to deflect criticism and confuse his enemies and watching his adventures, we are reminded of Charlie Chaplin (Ebert, 1).Now lets take a deeper look in to Benignis fairy tale approach in Life is Beautiful. Set in Italy in 1939, amid a climate of growing anti-Semitism and fascism in the town of Arezzo, a city south of Florence, Tuscany, in 1939 (M. Aste, 11).Guido is an enchanting Jewish waiter with a fantastic imagination.Guido instantly falls for Dora(Nicoletta Braschi), a beautiful schoolteacher from a prominent family whos inconveniently engaged to a powerful fascist town clerk.Guido becomes undeclared rival with Doras fianc.Also at the beginning of this film Gu ido makes friends with a German doctor (Horst Buchholz) who is a regular guest at the hotel and shares his love of riddles. In thisfirst half of the film, magic gives Guido a chance to win Doras.In town, Guido survives by quick improvisation.Guido by the fantastic manipulation of carefully planned coincidences, he makes it appear that he is fated to replace the dour Fascist in Doras life.Mistaken for a school inspector, Guido invests a quick lecture on Italian superiority, demonstrating the excellence of his big ears and superb navel to impress Dora. All of this early material, thefirst act of the film, is comedy- much of it silent comedy involving the fate of a much traveled hat (Ebert, 1).Only well into the film do we even learn the crucial information that Guido is Jewish which I think is done to show people that love can exist no matter w

3795823-202019 Essays - Government, Free Essays, Term Papers

3795823-202019 Essays - Government, Free Essays, Term Papers 3795823-202019 Weeks of wet weather preceding Lincoln's second inauguration had caused Pennsylvania Avenue to become a sea of mud and standing water. Thousands of spectators stood in thick mud at the Capitol grounds to hear the President. As he stood on the East Portico to take the executive oath, the completed Capitol dome over the President's head was a physical reminder of the resolve of his Administration throughout the years of civil war. Chief Justice Salmon Chase administered the oath of office. In little more than a month, the President would be assassinated.020000 Weeks of wet weather preceding Lincoln's second inauguration had caused Pennsylvania Avenue to become a sea of mud and standing water. Thousands of spectators stood in thick mud at the Capitol grounds to hear the President. As he stood on the East Portico to take the executive oath, the completed Capitol dome over the President's head was a physical reminder of the resolve of his Administration throughout the years of civil war. Chief Justice Salmon Chase administered the oath of office. In little more than a month, the President would be assassinated."Second Inaugural Address" A Speech by Abraham Lincoln (Saturday, March 4, 1865) 1Fellow-Countrymen: At this second appearing to take the oath of the Presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued 5seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the 10future, no prediction in regard to it is ventured. On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it, all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without warseeking to dissolve the Union and divide effects by 15negotiation. Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came. One eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. To strengthen, perpetuate, 20and extend this interest was the object for which the insurgents would rend the Union, even by war; while the government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war, the magnitude, or the duration, which it has already attained. Neither anticipated that thecauseof the conflict might cease with, or even before, the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both 25read the same Bible, and pray to the same God; and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from th e sweat of other men's faces; but let us judge not that we be not judged. The prayers of both could not be answered; that of neither has been answered fully. The Almighty has his own purposes. "Woe unto the world because of offences! for it must needs be that offences come; but woe to that man by 30whom the offence cometh!" If we shall suppose that American Slavery is one of those offences which, in the providence of God, must needs come, but which, having continued through His appointed time, He now wills to remove, and that He gives to both North and South, this terrible war,

Learn to Write a Scholarship Essay Not Risking Your Future

Learn to Write a Scholarship Essay Not Risking Your Future How to Write a Remarkable and Outstanding Scholarship Essay Scholarship essay is far more challenging than a book review or a lab report, so it requires much devotion and efforts. If you want to enter a college of your dreams, to get a scholarship or become a part of an international program, you will surely find our article useful! Continue reading and you will learn scholarship essays classification, its main features and all the underwater stones you may face. In case you are in a hurry and have no time for reading, just place an order and our professional writers will write an essay for you! The Best Tips for Writing a Great Scholarship Essay If you want to get the highest chances, the first and the most important advice is to follow every instruction the admission committee has. Keep in mind even the slightest details, such as number of words and required formatting style. Every part of these instructions matters and influences your final score greatly. Our expert writers recommend reading guidelines as many times as necessary not to miss a single detail out! For most of the academic assignments, placing a quote in the beginning can be a good start. However, it is completely different from a scholarship essay, because the admission officer wants to learn more about your own personality and words. Always pay attention to the structure of your sentences. Don’t be Captain Obvious but still remain brief and stick to the main point. Outline of a Scholarship Essay As with any other written assignment, knowing how to structure a paper can be half of success. We offer you a great outline for almost any type of scholarship essay. Use it for your own paper and you will see how much easier the process will become! Introduction In this section you should tell who you are, what your values are, tell something about your country of origin, parents and so on. You can also explain a major challenge you had to face and how you overcame it, becoming stronger and wiser. List your goals, whether they are educational or career ones. Start with current goals. For example, why you want to enter the particular college and study the chosen field, and what your reasons to seek financial assistance are. Then proceed with more distant goals, like skills you are willing to obtain and how you want to use them to help the community. Conclusion When the body sections are ready, you need to summarize all of your ideas and once again explain why you want to get a grant and why you worth it. An Outstanding Introduction for Your Scholarship Essay The most important feature of creating a great scholarship essay is working hard on its introduction. Actually, it is the basic tool to catch and hold attention of the audience, so you need to work on the first paragraph really hard to impress the admission committee. Take a pen before typing an essay on your computer and write down all the information you find useful within your research. This stage can include reading examples of scholarship essays, watching related movies or reading books. Organize ideas in terms of their importance and relevance. A good idea is to start your introduction with a simple narration, conveying even the smallest details. For example, you can give a brief description of the best Thanksgiving with your family. Don’t include a quote, because it is too trivial. Here are some winning ideas for your hook sentence: A rhetorical question; Metaphor, simile or allegory; Fact; Statistics; Anecdote or joke. Another way to impress the board is to start introduction with a problem, which is widely discussed in the society. Such problems may include environmental issues, gun control, elections and much more. If you are willing to become a journalist or a writer, your introduction should contain information on how your future field can deliver important messages to the society. Tell about the things you can contribute to the college and local community! 11 Simple Steps to Creating a Flawless Introduction When you apply for an educational institution, you always have to do massive work, from brainstorming to filling in tones of various papers. Below are 11 simple steps, which will help you create a great scholarship essay. Make a powerful introduction to grab attention of the audience. Your goal is to make them want to go on reading. Compare the following examples: Interest in reading and completing college assignments is important for every student; In March 2014 I made the biggest mistake in my life. Do you see the difference? While the first example is very impersonal and boring, the second makes the reader want to know more about the matter; If you are planning to enter several colleges, you don’t have to write different essays. Use the same one in different ways; Make sure you are interested in the topic, because it is impossible to deliver a great scholarship essay if you don’t like the subject; Think about your audience to decide what topic may be interesting and appealing; Your goal is to stand out from thousands of other works, so don’t be traditional or trivial. Remain creative and follow your own style to grab reader’s attention; Follow every instruction. If you doubt, read guidelines again and again until you understand them properly; Focus on the matter without adding any unnecessary details; Always add a thesis statement to your introduction; Once your scholarship essay is ready, check whether it has any spelling, grammar or punctuation mistakes. If you doubt, ask your friend or teacher for help. There are also multiple editing services available, which check texts for any mistakes; Plan your work well in advance. If you want to create a great essay, you shouldn’t be in a hurry; Avoid plagiarism. In case you want to copy information from books or websites, don’t forget to mention the source. How a Great Scholarship Essay Conclusion Should Look Like Many students think that conclusion is nothing but a summary of the whole work. However, it is also a chance to leave a positive impression and make the reader remember you. Your conclusion should explain the board why you are a good candidate for obtaining a scholarship, so you don’t have the right for mistakes. Instead of copying your thesis, try to rewrite it in new and catchy words. Here are some examples, which may boost your imagination: ‘Hey, mom,’ I said,’ I am not coming back! I have found my place in the world and will stay in Rome to start writing. I am sorry if this decision hurts you but it’s my life.’ ‘I entered the new office with confidence and tranquility.’ The road was twisting and turning, showing me all the amazing colors of a warm Texas morning, proving that nature is alive.’ The best way to remain logical in your conclusion is to close the circle. This means if you started an essay with a specific topic, you should return to that question and answer it in your conclusion. Now, when you know how to start and finish your scholarship essay, the only thing left is to get ready and decide what topic to choose! Top 10 Ideas to Dwell on in a Great Scholarship Essay You won’t be able to find a list of scholarship essay topics, because you can talk about literally anything depending on your goal, personality and educational institution you are willing to enter. The best way to succeed is to choose a topic based on your skills, experience and motivation. However, we have made a list of possible questions that may help if you have no ideas. Tell the story of your family to emphasize the importance of higher education within generations; The ways you got used to overcoming challenges, failures and mistakes; Things you like and why. These may be hobbies, movies, books, celebrities, etc.; How a certain event from the past inspired you to get education? What can be changed in your local community? Plans and goals for the future, which explain why you need support with covering the tuition fee; Current situation, which influences your personality; Personal financial needs; What affects who you are; Achievements you are proud of. Get Professional Help When you have completed your scholarship essay, it is the right time to read it carefully, revise the draft and eliminate all sorts of mistakes. But what if the deadline is approaching and you still don’t have a ready scholarship essay? If you want to simplify the process and make sure your essay is ready on time, the best advice will be to order it from professional writing services online. In such a way you will receive a great paper, which will impress the board and will make you much closer to the scholarship you are dreaming of! Unfortunately, not many people find writing simple. If you spend hours sitting in front of a blank sheet of paper and thinking whether there is someone to do your work for you, you surely need assistance! No need to ask other students for help or drive to a distant office of a writing service: just turn on your PC and place an order any time and any place you are. Professional writers know how to create an outstanding scholarship essay, a research paper or any other type of assignment. A quality and reputable writing company, such as Tutoriage, hires only professional tutors and writers, which means your scholarship essay will be flawless and all of your guidelines will be followed. Do you lack time for a scholarship essay? Do you want to make sure your work has no mistakes? Do you think that your writing skills are not enough to express your ideas perfectly? If any of such questions arise, don’t hesitate to contact our specialists and we will complete your scholarship essay in a blink of an eye!

Asian history Essay Example | Topics and Well Written Essays - 1500 words - 1

Asian history - Essay Example se reading of the text could represent many thousands of different truths, such an interpretation and discussion would be too broad for the scope of this particular assignment. In this way, the following discussion will be mainly concentric upon three core interpretations that this author has determined to be of the greatest overall worth with regard to understanding Asian history. These are: the impact of religion upon the norms of society, the degree and extent to which international interaction took place within Asia, and the formative impact that non-violence played in determining social and political order within the ancient societies of Asia. Through such an analysis, it is the hope of this author that the reader will gain a more informed understanding of the relevance that this particular chapter has to Asian history as well as a more specific interpretation of the actual events that culminated in the period in question. Further, although the impacts of nonviolent movements have been powerfully felt within the 20th and 21st centuries, this particular form of expression was not something that was unique to individual such as Mohandas Gandhi or Martin Luther King. By much the same token, the nonviolent resistance was not something that was initially â€Å"thought up† near Walden Pond. Instead, the chapter helps to denote the fact that nonviolent protest play a powerful role in affecting a political change within ancient Chinese culture. Naturally, it would be foolish to assume that the text in question provides one of the first historical accounts of nonviolent resistance. However, notwithstanding this fact, it must not be ignored that nonviolent resistance in such a period was something that far exceeded the norm that could have been found elsewhere throughout the world. Says the text: â€Å"Seeing that he would be obtained by force and opposition to his original design, [Xuanzang] declared with an oath that he would eat nothing, in order to affect the

Literary Analysis Essay Example | Topics and Well Written Essays - 250 words

Literary Analysis - Essay Example The two passages that I have selected to highlight the two forms of writing include passage four and ten. Therefore, from both passages, I have highlighted the incidences where the form of mystery and suspense is evident. The first incidence is when Mr. Oke character of shyness from the way she behaves in front of his wife. For instance, he could not talk properly in the presence of his wife but in the absence of his wife he was a fluent speaker. Nature defines that a man in a family should act as the head. It is contrary to Mr. Oke could not express the manhood in front of his wife. On the other hand, Mrs. Oke is so superstitious that she is completely obsessed with a ghostly tale that encompasses her family and ancestors. She often told stories about her ancestors who are long dead. The stories about her long ago dead ancestor bring the sense of mystery as to how her ancestor’s situation of love could reflect her. Additionally, it is mysterious to see that the same Lovelock that her ancestors went through is the same position she was facing. She tells her stories in a queer way that culminates to give an unusual atmosphere. The reasons for cherishing such stories are not highlighted giving a sense of mystery. Close relations between Mrs. Oke and her past is, therefore, evident, and it’s mysterious how she remembers the ancestral stories so vividly (Lee 130). The two passages are related because both are explaining the relationship between Mr. and Mrs. Oke is also very mysterious. Unlike the expected husband wife relationship, Mr. Oke is full of inferiority complex before her wife. He looks lowly and do not fully take the role of the husbandry. Oke inferiority complex before her wife made Mrs. Oke ever happy throughout the book while her husband remained ill and felt unease whenever his wife was present. Therefore, he started planning to kill her wife because of the strain in their relationship. Their relationship ends up according to the old

The rhyme scheme of Sonnet 65

The rhyme scheme of Sonnet 65 In Sonnet 65, Shakespeare shows us very little hope that beauty will be able to endure the forces of time and mortality.   By the end of the poem, the author explains that the only place beauty will be immortalized is in his writing.   In making his point, it appears Shakespeare merely poses several emotionally driven, rhetorical questions, however these questions are logically coherent.   By the poems end, these questions lead the speaker and reader to an acceptable solution for the preservation of beauty. The rhyme scheme of this poem (ABAB CDCD EFEF GG) separates the fourteen-line sonnet into three quartets and one final couplet.   By posing seven consecutive questions without any solution, the author creates a grave sense of despair.   Not until the couplet is the reader exposed to a shimmer of hope.   Each cluster of lines, utilizing different sentence structure, fits into the logical progression of the poem.   In the first quartet, which is the first sentence as well, the speaker asks us to consider how well beauty will be able to fair against mortality.   If stone, earth, sea, and brass all fall victim to mortality, how then will beauty be able to last?   He uses legal terms like hold a plea, which in modern English changes to the term make a case.   When contemplating his second question, the speaker changes from metaphors based on legal images to metaphors of war and belligerence.   Time is presented as a wreckful siege of battering days.   Once again, the despair is heightened because of the hopeless situation into which beauty is placed.   The speaker asks if rocks and gates of steel cannot withstand time, will beauty be able to last?   Adding to the despair of Sonnet 65, in these first two quartets, Shakespeare presents beauty as a delicate and meek object, and contrasts it with fiercer imagery.   Beauty, represented as a flower and summers honey-breath, is positioned within the same sentence as a boundless sea, gates of steel, and rocks impregnable, among others. When moving from the first to the second question, Shakespeare flips the sentence structure.   In sentence one, the objects beauty is being compared with (earth, stone, etc.) are placed first, then the force that will destroy beauty (mortality) is noted, followed by the sentence kernel (beauty hold a plea), and finally the sentence kernels modifiers.   In the second question, the kernel is placed first (summers honey-breath hold out), followed by a metaphor for time (wreckful siege), then the forces beauty is being compared with, and finally the ruinous force (time) is noted.   Up to now, the speaker has used the entire quartet to pose a single question.   In the final quartet, three questions will be asked within the space of four lines.   Shakespeare begins the final quartet with an interjection, O fearful meditation! (such scary thoughts), referring to the outrageous opposition beauty must face, as mentioned in the first two quartets.   He has posed two questions thus far, and has offered no insight on answering them.   Another three rhetorical questions, logically interlocked with the preceding eight lines, are asked in this final quartet.   These questions are designed to deepen the tone of despair until we are given any definite solution in the final couplet. The first question Shakespeare presents is, . . . where, alack, Shall Times best jewel from Times chest lie hid?   The immediately striking wording in this clause is Times best jewel.   Literally, the most outstanding creation that has ever existed is beauty.   Time and beauty, especially in the second quartet, have been suggested to be opposing forces.   Time, thus far in the sonnet, is the force that is trying to ruin beauty.   Now we see that time is the very force that is responsible for the creation and destruction of beauty; beauty exists because of and within times power. Shakespeare chose chest as the speaker tries to determine where beauty will finally find safety.   Throughout this sonnet, and especially in this quartet, words with multiple denotations are used to increase the complexity of the poem.   Chest, on one level, can refer to the chest of a human being.   (We have already seen time personified with pronouns like his, and on line 11, time is given a human appendage: a foot.)   Shakespeare means that beauty will finally reach safety when it is wrapped in times arm and nestled in his chest.   Chest, on another level, can be interpreted as a box where items of reverence can be stored in safekeeping.   Moving on logically with the idea of mortality and death in the first quartet, a chest is the coffin that beauty is seeking to avoid. Another question Shakespeare poses in this quartet is, Or who his spoil of beauty can forbid?   Once again, the author is personifying the concept of time by using the pronoun his.   The most literal meaning of this question is along the lines of: who will be able to prevalent the destruction of beauty?   However, spoil has two other meanings that relate to the context of Sonnet 65.   The first plays on the war metaphor in the second quartet.   The spoils of war refer to objects seized in battle.    In the second quartet, time was described in terms of a wreckful siege.   Shakespeare has already asserted that time and beauty quarrel.   Now, unless someone or some force intervenes, beauty will be lost like treasure that has been seized in battle.   Moreover, spoil can refer to a plot of land that has become unserviceable in some way.   Metaphorically, beauty has been compared to a delicate flower and the honey-breath of summer, which is the sweet smell of blossoming flowers.   If the ground is ruined, flowers, or beauty, cannot flourish. The remaining question Shakespeare asks in this quartet is, Or what strong hand can hold his swift foot back?   Two key phrases should be examined in this line.   The first is his swift foot.   In acquiring a human foot, time is further personified.   More importantly, he is saying that time is swift moving.   The image of the foot here creates an image of a running person.    Either the speaker is fearful that time, as it runs, will trample and destroy this beauty, or that time, passing by very quickly, will overlook beauty and forget it.   In the other important phrase, the speaker is searching for a strong hand that can hold back the foot (of time).   On a most literal level, the strong hand is the image of a human hand capable of restraining the foot that is about to kick or trample beauty.   On another level, he can be looking to his writing hand as the hand that allows beauty to endure.   In either case, he is desperately searching for a way to avoid devastation. In the final rhymed couplet, the speaker discloses the solution on how beauty can be preserved.   Shakespeare knows that beauty cannot survive forever as a living being or as an idea in his head.   The only way it can endure is through his writing, therefore he claims, O, none unless this miracle have might, That in black ink my love will still shine bright.   Nothing can prevent the ruination of beauty but this poem.   First, Shakespeare affirms the notion on line 11 that the hand capable to hold back the swift foot of time will in fact be his writing hand.   Beauty will last in the black ink he uses to jot this verse.   All other preceding questions have been answered.   Placing himself at the level of God, Shakespeare asserts that he has a power that ranges over divine forces like time and mortality.   And no one has the ability to preserve beauty like he. There is uncertainty as to whether beauty refers to a specific person, or to the feeling of being in love.   I believe, with a poem as emotionally driven as this, and by comparing beauty to the scent of summer (the feeling of a summer fling), Shakespeare is speaking not about an individual, but about being in love.   However, there will always be much debate on this topic.      Shakespeare poses several emotionally driven, rhetorical questions, however these questions are logically coherent.   By posing seven consecutive questions without any solution, the author creates a grave sense of despair.  Despair is heightened because of the hopeless situation into which beauty is placed.   Time, for most of the sonnet, is the force that is trying to ruin beauty.  Shakespeare repeatedly personifies the concept of time by using the pronoun his.   But later on the reader is made aware that time is the very force that is responsible for the creation and destruction of beauty .Words with multiple denotations are used by Shakespeare to increase the complexity of the poem.   By making use of innovative literary devices, Shakespeare creates definitive meaning of beauty and time, intertwined with a sense of complete despair.

Apple Swot Analysis

Company background Name| McDonald's Corporation| Industries served| Restaurants, Food| Geographic areas served| Worldwide| Headquarters| U. S. | Current CEO| Don Thompson| Revenue| $ 27. 56 billion (2012)| Profit| $ 5. 46 billion (2012)| Employees| 1,800,000 (2013)| Main Competitors| Burger King Worldwide,Inc. , Yum! Brand Inc. , Subway, Wendy’s Company. | McDonald’s is the world’s leading fast food restaurant chain with more than 34,000 local restaurants serving approximately 69 million people in 119 countries each day.More than 80% of McDonald’s restaurants worldwide are owned and operated by independent local franchisees. Strengths 1. Largest fast food market share in the world. McDonald’s is the largest fast food restaurant chain in terms of total world sales (8%). It is the second largest outlet operator with more than 34,000 outlets, serving 69 million consumers every day in 119 countries. 2. Brand recognition valued at $40 million. Companyâ⠂¬â„¢s brand is the most recognized brand in fast food industry and is valued at $40 billion. McDonald’s is also famous by the Ronald McDonald clown. . $2 billion advertising budget. McDonald’s spends on advertising more than the next 4 fast food restaurant chains combined. 4. Locally adapted food menus. The fast food chain is operating in many diverse cultures where tastes in food are extremely different than those of US or European consumers. Thus ability to adapt to local tastes is one of McDonald’s strengths. 5. Partnership with best brands. McDonald’s offers only most popular brands in its restaurants, such as: Coca Cola, Dannon Yogurt, Heinz ketchup and others. . More than 80% of restaurants are owned by independent franchisees. Therefore, McDonald’s can focus more on perfecting its serving system and marketing campaigns. 7. Children targeting. The company successfully targets very young children through offering playgrounds, toys with its me als and advertisements. Weaknesses 1. Negative publicity. McDonald’s is heavily criticized for offering unhealthy food to its customers, stimulating obesity and strong marketing focus on very young children. 2. Unhealthy food menu.Although McDonald’s tries to introduce healthier choices in its menu, the menu is largely formed of unhealthy meals and drinks. Such menu offering prompts protests by organizations that fight obesity and hence, decreases McDonald’s popularity. 3. Mac Job and high employee turnover. Mac Job is a low paid and a low skilled job, which is often seen negatively by its employees. This results in lower performance and high employee turnover, which increases training costs and add to overall costs of McDonald’s. 4. Low differentiation.McDonald’s is no longer able to substantially differentiate itself from other fast food chains (at least not enough to gain some market share) and opts to compete by price rather than by additional features. Opportunities 1. Increasing demand for healthier food. While demand for healthier food increases, McDonald’s could introduce more healthy food choices in its menu and reverse its weakness into strength. McDonald’s is trying to seize such an opportunity and soon plans to open only vegetarian restaurant in India. 2.Home meal delivery. McDonald’s could exploit an opportunity of delivering food to home and increase its reach to customers. 3. Full adaptation of its new practices. McDonald’s has redesigned its logo and restaurant design in 2006. In addition, it has introduced some new practices. In a result, remodeled restaurants have seen 8-9% higher than average market growth. McDonald’s should finish remodeling all of the restaurants and adapt the best practices in them as soon as possible. 4. Changing customer habits and new customer groups.Changing customer habits represent new needs that must be met by businesses. So far, McDonald’ s has been successful in introducing its McCafe, McExpress and McStop restaurants to meet the changing customer habits and the needs of previously untapped customer groups. Threats 1. Saturated fast food markets in the developed economies. The fast food market in the developed countries is already overcrowded by so many fast food restaurant chains and this already proves to be a threat to McDonald’s as it barely grew through 2012. 2. Trend towards healthy eating.Due to government and various organizations attempts to fight obesity, people are becoming more conscious of eating healthy food rather than what McDonald’s has to offer in its menu. 3. Local fast food restaurant chains. Local fast food restaurants can often offer a more local approach to serving food and menu that exactly represents local tastes. Although McDonald’s does a great job in adapting its own menu to local tastes, the rising number of local fast food chains and their lower meal prices is a thr eat to McDonald’s. 4. Currency fluctuations. McDonald’s receives a part of its income from foreign operations.The profits that are sent back to US have to be converted into dollars and may be affected by the exchange rates, especially when the dollar is appreciating against other currencies. In 2012, McDonald’s profit was largely affected by appreciating dollar. Lawsuits against McDonald’s. McDonald’s has already been sued for many times and lost quite a few lawsuits. Lawsuits are expensive as they require time and money. And as McDonald’s continues to operate more or less the same way, there is high probability for more expensive lawsuits to come. References: 8. The New York Times (2012).How McDonald’s Came Back Bigger Than Ever. Available at: http://www. nytimes. com/2012/05/06/magazine/how-mcdonalds-came-back-bigger-than-ever. html? pagewanted=2;_r=0;ref=mcdonaldscorporation 9. McDonald’s Investors (2013). Company profile. A vailable at: http://www. aboutmcdonalds. com/mcd/investors/company_profile. html 10. Wikipedia (2013). McDonald’s. Available at: http://en. wikipedia. org/wiki/McDonald's 11. United States Securities and Exchange Commission (2012). 10-K Form McDonald’s Corporation. Available at: http://sec. gov/Archives/edgar/data/63908/000119312511046701/d10k. htm

Choosing Good Paper Term

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Disgrace David Lurie as Hero Essay - 802 Words

Who could ever confuse David Lurie, from the book Disgrace, to be a hero? Heroes never selfishly think of their own personal desires before others. David Luries character flaws of selfishness and lust would fit him into the mold of a tragic hero. David continually lusts women causing him to be no typical hero. A tragic hero can be a hero yet have some type of character flaw that brings him down. Therefore David is considered a tragic hero. In Shakespearean literature the use of a tragic hero has set standards. The Tragic story leads up, and includes the death of the hero. The suffering and calamity are exceptional. They are themselves of a striking kind. They are as a rule, unexpected. They are contrasted with previous happiness†¦show more content†¦We see throughout Disgrace that David tries to help his daughter who he seems to care greatly about. Not only does he help her but he seems to enjoy helping Lucy. Supposedly Lucy and David had a great relationship as Lucy grew up. Yet David tries to control Lucy just as he tries to control all women in the book. David seems to believe that women are his to control and do anything he wants to. When David goes to live with Lucy he has good intentions to get away from the university and spend time on his Byron play. Yet as he stays there he goes through quite an ordeal of disgrace along with his daughter. His daughter is raped and David is hurt and burned by robbers. The robbers even steal Davids car forcing him to stay at Lucys longer. This is the part in the book that we start to see Davids flaw of selfishness come out again. He wants to confront Lucy and tell her to get checked out by a physician and if she is pregnant to abort. Yet Lucy and David never really have this conversation until it is too late and Lucy is pregnant. They fight several times over the issue always ending with David biting his tongue and allowing Lucy to do as she wishes. I dont agree with what you are doing(Coetzee, 112). So says David in his disapproval of her actions to not report the rape to the police. After the rape incident David becomes very selfish and this turns off Lucy to feeling any affection towards him. David wantsShow MoreRelatedDisgrace, by J.M Coetzee Essay951 Words   |  4 Pages Disgrace was written in 1999 by author J.M Coetzee. Born in South Africa in 1940, Coetzee grew up during apartheid, something that has tinged his writing to a great extent (Nobelprize.org). Disgrace is set in a post-apartheid Cape Town where the protagonist David Lurie is forced to terminate his job after Melanie, a student, files a sexual abuse claim against him. In this essay I will explore how David Luries own view on masculinity is affected by his idolization of Lord Byron, and how this allowsRead MoreLiterary Analysis Of David Luries Theme Of Disgrace819 Words   |  4 PagesDisgrace is set in a post-apartheid Cape Town. The protagonist David Lurie is forced to leave his job after Melanie, one of his students, files a sexual abuse claim against him. In this essay I will explore how David Luries view on masculinity is swayed by his idolization of Lord Byron. This allows him to justify his immoral actions. The protagonist, David Lurie, a university professor, is extremely interested in Lord Byron, a poet known for his licentious lifestyle. A Byronic hero is arrogantRead MoreDisgrace - Morality of David Lurie861 Words   |  4 Pagesfrom the Latin word Moralitas which means manner, character, and proper behavior. Moral code is a system of morality and a moral is any one practice or teaching within a moral code. Morality can be synonymous with â€Å"goodness† or â€Å"rightness†.† David Lurie has a mixed sense of morality. On one hand, he sleeps with prostitutes in order to fulfill his sexual needs as they are in his view, something that needs to be fulfilled like any other basic human need and it doesn’t matter how or by whom thisRead More American Pastoral by Philip Roth Essay1417 Words   |  6 Pagesdaughter’s act of terrorism. For Zuckerman, his boyhood hero who fully embodied the American Dream is essentially a fraud – the Dream is destroyed. The perfect pastoral life that the Swede yearned for is shattered and Zuckerman highlights ‘the brutality of the destruction of this indestructible man’ and in doing so, reflects the grief that the American people encounter as their greatest ideal, that of the American Dream, has disintegrated. For David Lurie, another grief he experiences is the shifting ofRead MoreFundamentals of Hrm263904 Words   |  1056 Pages24/7 FAQs, online chat, and phone support www.wileyplus.com/support Your WileyPLUS Account Manager Training and implementation support www.wileyplus.com/accountmanager MAKE IT YOURS! Fundamentals of Human Resource Management Tenth Edition David A. DeCenzo Coastal Carolina University Conway, SC Stephen P. Robbins San Diego State University San Diego, CA Tenth Edition Contributor Susan L. Verhulst Des Moines Area Community College Ankeny, IA John Wiley Sons, Inc. Associate