Johnny Tremain Essays - Johnny Tremain, , Term Papers

Johnny Tremain Johnny Tremain takes place in pre-Revolutionary Boston. Johnny Tremain is boy who is proudtoo proud. His pride made him overconfident. He pretty much planned all of his life while he was young; he would be a silversmith and marry Cilla. His mother dies when he is fourteen years old. Before his mother died, he was apprenticed to a silversmith named Mr. Lapham. When his mother died, she gave him a silver cup that showed that he was a member of the Lyte family. The cup signifies that he is related to the famous merchant Lyte who was very rich. One Sunday, in order to get a silver basin for Mr. John Hancock done on time, Johnny broke the Sabbath and cast a silver pitcher. Dove, who is very unintelligent and jealous of Johnny gave him a cracked crucible and it spilled all over the stove top and Johnny went to get it but it burned his hand. Mr. Lapham sent out for a midwife to come and fix his hand because they didnt want to get caught working on the Sabbath by a doctor. She wrapped it up together and it crippled and stuck together which meant he couldn't work as a silversmith anymore. Johnnys master, Mr. Lapham, said that he would always have a home there. Soon Mr. Lapham was getting impatient and Johnny knew that he needed to get a job. So Johnny went out to find a job. He had a rough time finding a job because nobody wanted a so-called crippled boy who supposedly couldn't do anything. After searching and searching for a new job, he was offered a job by a boy named Rab who was about his age to deliver the Boston Observer, which was a town newspaper. Johnny became a messenger for the Sons of Liberty, a group of patriots that includes Sam Adams, Paul Revere, and John Hancock. Johnny wanted to get to Lexington, so he made himself look like a soldier and tore open his shirt and smeared mud and blood on his face and body. He successfully slipped past the soldiers and got to Lexington. When he got there, he saw Pumpkin and gave him some clothes to escape and Pumpkin gave Johnny his uniform and a gun. Johnny dressed up and got to Dr. Warren. Dr. Warren fixed his crippled hand by cutting the skin. Johnny later finds out that Rab had been killed in the war. Dr. Warren tried to save him but could not because he had been fatally wounded.

Marketing strategies of BMW and Mercedes-Benz Essays

Marketing strategies of BMW and Mercedes-Benz Essays Marketing strategies of BMW and Mercedes-Benz Paper Marketing strategies of BMW and Mercedes-Benz Paper These people have high incomes, and have usually completed higher education. The family life cycle that the brands market themselves to differs, depending on the particular model of the car. (See above. ) 3- Psychographic Segmentation: BMW markets itself to the upper middle, as well as both the lower and upper upper class. Mercedes-Benz markets itself mostly to the upper class. 4- Behavioural Segmentation: People usually buy cars on special, as opposed to regular, occasions. The buyers of BMWs and Mercedes expect extremely high quality and service. MARKET POSITIONING. BMW and Mercedes both put much effort into making sure that their respective products leave enthusiastic impressions in the hearts and minds of their customers. They both developed slogans that they hoped would stick in customers minds; Mercedes-Benz is known for its quality engineering, while BMW markets itself as the ultimate driving machine. BMW and Mercedes-Benz also have to differentiate themselves from each other in order to draw customers to their respective brands. One example of how Mercedes tried to do this was when it developed the CLS model. 1This model was positioned against the BMW 645Ci,2 while at the same time being positioned between the E- and S-Class sedans. The CLS was close enough in price to the BMW 645Ci so as to appeal to the same group of consumers, so in this way, Mercedes-Benz was directly challenging one of their major competitors. When tested by drivers, some concluded that the 645Ci was a better drive, but the CLS was more comfortable. From this, it is clear that Mercedes-Benz succeeded in positioning itself in customers minds as separate from BMW. MARKETING MIX Product Both BMW and Mercedes-Benz offer customers a wide range of products. Mercedes-Benz has twelve separate classes 3 of automobiles just within the passenger car sector. BMW, meanwhile, has nine series. 4 The way in which both brands try to differentiate themselves from each other is evident even in the dissimilar names they have given their line of products. Price Mercedes-Benz does not place much emphasis on keeping prices down. Indeed consumers expect both Mercedes-Benz and BMW, being in the luxury automobile market, to be priced higher than the average car. Therefore, Mercedes has to concentrate more on how its prices compare with its competitors rather than on how high its prices are in absolute terms. BMW, as part of its premium brand strategy, (see Promotion) wants to maximize its revenues per vehicle; they think that their strong brand recognition and the excellent quality of their products will help them achieve this goal. This means that they do not focus their efforts on keeping prices down; instead they want to sell exactly the right number of well-produced cars so as to attain a targeted profit. 5 Both Mercedes-Benz and BMW have relatively low price elasticity. This is because the consumer who can afford to buy the car in the first place will most likely not be deterred from making the purchase simply because the price went up by a few thousand dollars. However, since BMW markets itself to the upper-middle class, which is more price conscious than the upper class that Mercedes-Benz focuses on, it has higher price elasticity. People in the upper-middle class might change their minds about the purchase of a car if the price went up by a few thousand dollars. Promotion BMW promotes itself using a highly selective strategy. It has chosen certain segments in the automobile market, and it does not involve itself in the mass market, otherwise known as the volume segments of the automobile market. BMW calls this selectivity premium brand strategy. This means that BMW does not promote itself to all segments of car buyers; instead, it concentrates on targeting those consumers who it thinks will be interested in automobiles from their specifically chosen markets. Mercedes-Benz promotes itself as the worlds leading luxury brand. Within its target market of upper class middle-aged people, it is not as selective about who exactly to promote itself to as BMW is. It wants to attract and keep as many customers as it can. It promotes itself as innovating products rather than simply designing new versions of the same old product. For example, in promoting the Compact Sports Tourer, Mercedes-Benz said it: is the astounding response to a new zest for life: athletic, distinctive and versatile. For people who wish to live out their individuality. 6 It is promoting itself as a company that makes cars for people who are not afraid to stand out from the crowd; in much the same way, Mercedes- Benz Brand wants to stand out among its competitors. Place Most sales for both BMW and Mercedes-Benz take place at car dealerships. However, oftentimes consumers research the vehicles on the Internet before coming to the dealership, so the companies websites are also an important place where they can connect with consumers. It is therefore in the best interests of both brands to foster a strong presence online. To this end, Mercedes-Benz worked with iProspect, a search engine marketing firm, in order to increase its websites visibility within the major search engines. 7 Recommendations for futures strategies Both BMW and Mercedes-Benz want to build up a good relationship with female buyers, car buyers especially, and then the overall objective is to keep these buyers buying their products. Female buyers may feel nervous or even scared when going to look far a new car, especially if they are alone and do not have much knowledge or any confidence in their knowledge about cars, and with this nervousness they probably will be approached by an aggressive salesman, who may feel has got an easy target to sell a car to that they may not necessarily want or need, the salesman would just be trying to get a sale and get their commission. This may mean that many potential female customers to these two companys may feel overwhelmed and put off going to the dealer, which may result in a loss of a customer. Female buyers may feel a lot more comfortable when approached by a female sales representative at the dealership. BMW and Mercedes-Benz may want to look into employing more female sales representatives, especially in areas where they feel or know there are numerous prospective female buyers of their products. After sales customer service is a major area in which a customer will buy or re-buy their products. If for whatever reason, the customer, is not completely satisfied with the service they have received or they feel or have heard by word of mouth that they can get better service from another company, they may buy from that company, even if they feel the car is not as good as one from BMW or Mercedes-Benz. In a survey carried out by the BBC television show Topgear, where the general public with cars no older than three years where asked to write in or vote for how satisfied they where with the after sales service from the dealer and overall reliability of their car. In this vote there were a total of a hundred and forty two different cars included written in about or voted for. From these 142 cars the Mercedes-Benz M-Class was voted one of the most unreliable cars, and was also one of the cars that would be least recommended to someone else, or bought again. Also, from this list of 142 cars there were a total of six Mercedes-Benz models in the bottom third of the list, showing a general dissatisfaction of the service received after the initial sale of the car, and more worryingly for Mercedes-Benz none of their models made the top ten of the list. Even though none of BMWs models made the top ten list for the overall after sales service, BMW did have two cars in the buy again top ten with the BMW Z3 and 5-Series. The rest of BMWs models may not have made any other of the top ten lists; none of their models made the bottom ten lists, therefore according to the survey, the general public prefer the service offered by BMW than Mercedes-Benz. Although both companies may provide a friendly, professional looking service, they may want to look at the structure of their service, as the consumer that have purchased their products clearly are not greatly satisfied with the service they have received, according to the survey carried out by Topgear, shown on the next page. One reason why the Mercedes-Benz range of cars and especially the M-Class may have done so badly in the Topgear survey is because the consumers who purchased these cars are likely to have had experiences with other companies and there dealers and may have thought that Mercedes being classed as a luxury brand expected more than the other brands offer, which may have not been the case and therefore, the customers may feel that even though they spent more money on the car, they did not receive a better service, and may have been disappointed by this. 2004 Top Gear Survey the Last 10 (Ranking: Model Score out of 100) 133: Fiat Stilo 73. 7 134: Renault Megane 73. 6 135: Citroen Xsara 73. 5 136: Peugeot 206 73. 5 137: Citroen Saxo 73. 4 138: Fiat Bravo 70. 7 139: Renault Espace 70. 6 140: Renault Laguna 70. 3 141: Peugeot 307 69. 8 142: Mercedes M-Class 69. 8 The 10 most unreliable cars There were 142 cars listed in the final survey, of which the following 10 were ranked as the most unreliable. Citroen C3 (133rd) VW Polo (New) (134th) Citroen Xsara (135th) Citroen C5 (136th) Fiat Stilo (137th) Renault Megane (New) (138th) Mercedes M-Class (139th) Peugeot 307 (140th) Renault Laguna (141st) Renault Espace (142nd) Would you buy this car again? Top 10 who said Yes, Id buy this car again! Jaguar XJ (100%) Honda S2000 (99%) Subaru Forester (99%) Honda Jazz (98%) Skoda Fabia (98%) Skoda Octavia (97%) Seat Toledo (97%) Honda CR-V (96%) BMW 5-Series (96%) BMW Z3 (96%) Taken from www. bbc. co. uk/topgear website under the car survey link Another area which both companies may want to look is the cost of maintaining their cars. Many customers that can afford to buy a BMW or Mercedes-Benz, be it brand new or second hand, may not necessarily be able to afford to maintain the car. The labour charge that is incurred by both these companies is around the i 90 per hour, which is about three times more than if you were to go to a private mechanic. The labour charge does not include parts which are added on top. Some parts have to be specially ordered from Germany as authorised dealers do not carry all the parts, this means that the customer will have to wait until the part is shipped over to have their vehicle repaired. Therefore both companies may want to look at maybe reducing their labour charges, as this may attract less wealthy customers to the range. In the Topgear survey (shown above), the Mercedes-Benz M-class may have done so poorly in the reliability section because it did not have a proper target audience, it was not targeted at the wealthy customers nor the poorer customers, and therefore the wealthier customer may have expected more from the car than it delivered, and the poorer customers may not have been able to afford to maintain the car as Mercedes-Benz cars ought to be maintained. The two companies should also look into carrying all the parts, even if its one or two of the less popular parts that are required, this would mean that customers would have their vehicles repaired back to them sooner. BIBLIOGRAPHY 1- onemotoring. com 23/11/04 2- autointell. net 22/11/04 3- mbusa. com 19/11/04 4- bmwusa. com 18/11/04 5- irishtrucker. com 23/11/04 6- criticalmass. com 23/11/04 7- bmw. com 18/11/04 8- unb. ca 17/11/04 9- johnkay. com 19/11/04 10- bmw. com 17/11/04 11- iprospect. com 22/11/04 12- mercedes-benz. com 18/11/04 13- mercedes-benz. com 18/11/04 14- bmw. com 22/11/04 15- bbc. co. uk/topgear 22/11/04 16- whatcar. com 22/11/04 1 onemotoring. com 2 bmw. com 3 mercedes-benz. com 4 bmw. com 5 unb. ca 6 mercedes-benz. com 7 iprospect. com.

Getting booked into jail Essay Example | Topics and Well Written Essays - 500 words

Getting booked into jail - Essay Example If the suspect is arrested for, let’s say driving under the influence, breath, urine, or blood test has to be conducted. This process may take some hours before the individual is transferred to be booked in a county jail. The jail system does not have any notice of an individual’s arrest until they are forwarded to the jail for bookings. A communication to the jail in a while after an individual’s arrest may find they still are in the pre-booking processing and not in the jail system yet (Cole 227). Many people are concerned by this kind of delay; the pre-booking stage is routine and necessary. When arrested individuals are brought at the jail facility, go through the intake procedure before being contained in the inmate populace. This process can roughly take from 1 to 6 hours and is involved of the booking process, medical screening and the classification interview (Carlson 47). Instantaneously upon appearance at the jail, the convict is tested for any medical conditions which would need immediate treatment. Another medical questionnaire is done later in the booking procedure to ensure all illnesses that an inmate may be having are properly noted and the facility is able to meet the inmate’s medical requirements. During the booking process every inmate is searched to verify that no contraband is brought into the jail facility. They are fingerprinted and photographed. Their charges and personal information are entered into a computer system, their bail calculated, and a law court date is set. There are inmates who may be eligible to be freed on their own recognizance eighteen hours after booking. Majority of inmates are eligible to be bailed out, and to have access to telephones for bail arrangements through family, friends, or bail agents (Frantz 220). When it is confirmed that inmates are not going to be released on

Critically discuss the extent to which 'globalisation' is an Essay

Critically discuss the extent to which 'globalisation' is an opportunity or threat to international business - Essay Example A fundamental dynamic of our epoch driving the change processes of the 21st century, globalization is promoted and resisted in equal measure, with its management touted as the most satisfying and morally upright compromise (McGrew, 2000, p. ix). From the perspective of the radical right reaching other continents with mutually beneficial effects to the more adaptive strategies that has found favor in the mainstream politics of the Third World, the writing, which may seem obscure, is on the wall; the weight of the concept is felt in both the extremes. Indeed, as the confused ideals of globalization become more pronounced with opportunities that more than break into the hitherto insulated environments for certain ventures, the multifold risks in the enlarged business environment are increasingly taking ventures even closer to complete elimination. Put into perspective, it is most revealing that even in the face of fierce criticisms, notwithstanding how both sides of the divide conceives or rationalizes the concept, it is firmly accepted that globalization is but a reality on course (Held, et  al, 1999). ... Held, et  al, (2000) define globalization as â€Å"a set of transformative processes reorienting the spatial organization of social relations and transactions- in terms of intensity, velocity and impact- to generate transcontinental flows [networks of activity] that by and large result in the creation and the subsequent exercise of power in conformance with the new transactional model [emphasis added].† Petras and Veltmeyer (2001, p.11), echoes the same in their definition that more than captures the widening scope of the international flows that combines not only the exchange of capital, but also of technology and information within a single integrated market; a representational shift that Teeple (2000, p. 9) notes has diffused capital accumulation from single production units to integrated venues situated in different parts of the world. Observably, global flows, as Ohmae (1995, p.15) points out, are without a doubt, the basic elements of globalization found in the differe nt definitions that distinguishes our moment in history. It is clear that the new globalizing logic of the market and capital is at the epicenter of the different angles taken by the scholars already sampled. To be sure, globalization is viewed as a process that not only reconstitutes national economies, but one that restructures international engagements through building and/or the destruction of the existing relations in order to integrate the global economy into a single system. That is to say, its integrative aspect in effect involves homogenous interconnections across and within boundaries, with cooperation driving the interdependence among independent states/regions (Hurrell and Wood, 1995, pp.447-448). Noteworthy, the singularization of the global

Tourism in Manchester Essay Example | Topics and Well Written Essays - 3250 words

Tourism in Manchester - Essay Example The intention of this study is Manchester as the place of contrasts and a place of enormous wealth, meaning that it is a place that depicts the cultural heritage of different areas and tourists pay a huge amount of money for visiting these places. Similarly, another historian wrote about Manchester that it is a place which has all the basic necessities of life worthy for a standard lifestyle besides water, and among all this, the beauty of Manchester is the one that is worth seeing Ritvo. Asking from one of the respondents he replied: â€Å"it is the boundless beauty, worth seeing places, availability of all facilities like spa, beauty salon, shopping malls, dining, water parks and much more makes Manchester famous for tourism among tourists†. This takes us to the point that makes Manchester eminent among outsiders is its interminable beauty, untainted environment, and all the facilities that are available at the doorstep. Tourism places are always equipped with wonderful mast erpieces of architectural designs, museums, recreational places, and much more that not only enhance the real beauty of the respective place but attract different people from all parts of the world. As indicated by respondents they perceive that the factors responsible for increasing inclination of individuals towards the development of tourism industry are the never-ending beauty and availability of all the facilities at the threshold. Thus, if we critically analyze this point we can see that the tourism industry in Manchester has undergone a huge development because of its infinite beauty that has always and still is attracting tourists from different parts of the world.

Western Lowland Gorilla Essay

Western Lowland Gorilla Essay

Defender of the Faith Theme Essays -- Defender of the Faith

Defender of the Faith Theme Theme in â€Å"Defender of the Faith† can be interpreted in many varying ways, some of which are life-long lessons and others to the relation between faith and the individual. Throughout much of the story, Nathan Marx is lost between his role as a sergeant, Jew and human being. The relationship between the church, state and individual is a well-known concept. The three must be independent of each other and this story explores what happens when the three are forced together. His religion starts the whole process of the three intertwining. As his grandmother said, â€Å"Mercy overrides justice.† The quote reflects Marx’s human side, where feelings dominate over duty. I think the theme warns about faith interfering with government and vice versa, with the single ...

Understand How to Create Inclusive Learning in Lifelong Learning

|Unit Number: |CU3813: Roles, Responsibilities and Relationships in LL | |Summary/Introduction: |The roles and responsibilities of a teacher in the sector of a lifelong learning are the key relationship | | |between the learner and the teacher, the teacher is endeavoured to treat each learner has an individual, | | |practising equality and diversity among the learners always.Having effectiveness of a good communication skill,| | |and the importance of self-evaluation and feedback. The use of the training circle and the Learning Styles | | |(VAK). The completion of attendance records, induction of learner for the course to identify their learning | | |style, which would, helps a teacher to plan the session more effectively, to be able to know the learners | | |learning styles, a learning styles test or skill scan needs to be carried out on the learner.After obtain the | | |learning style, boundaries and ground rules are established between learner and teacher to know their limit. | | |Having a duty of care for the learner, carrying out a one-one feedback with learners where needs arise. | | |Maintaining a record of the learners’ progress.Referring learners to others when necessary. Be aware of the | | |different types of levels of learning, the need of a good verbal skill, intellectual skill, cognitive strategies| | |and a good attitude towards the learners and the organisation. |Learning Outcome 1: |Understand own role and responsibilities in LL | |AC 1: | Aspects of Legislation and code of practice are: | |Summarise key aspects of |Equal opportunities 2000: | |legislation†¦Ã¢â‚¬ ¦.. |Learners must be treated as individual regardless of their gender, race, ethnic origin, religion, disability, | | |sex, civil partnership, age.Treating each learner fairly and according to their needs. Rights for learner to be| | |able to attend and participate in any session. These differences create productive environments where everyone | | |feels valued, talent s are fully utilised and organisational goals are met. | | |Data Protection act: | | |Processing of learners information to be kept under confidentiality, not to be disclosed to another party. | |Personal data must be accurate and kept up to date where necessary. Personal data shall be processed in | | |accordance with the right of the data under the act 1998. | | |Health and safety act 1974: | | |The responsibility to be able to protect yourself and all others around you, who may be affected, Learners are | | |entitled to learn in a safe environment.And be aware of rights as an employee to the employer. | | | | |AC 2: |Responsibilities in promoting equalities and valuing diversity; always treat the learner has an individual with | |Analyse own responsibility in |different needs and abilities, each learner is entitled to be treated with adequate respect and dignity, | |promoting equality and valuing |ensuring equal support to all learners and no favouritism, ensuring equal access o pportunities to learners to | |diversity. |fully participate in the learning process.Ensuring the policies, procedures and processes are not | | |discriminating. Learners may come to an educational organisation and therefore act differently in this | | |environment from the way they would at school, all must be treated and according to various needs. Teacher has | | |to be Honest, not to say you don’t know something, but better to say I will find out, communicating effectively;| | |involving learner activity and listening to what they have to say.Giving constructive and positive feedback | | |(University of Edinburgh). | |AC 3: | Areas of work: Health and Social care. Roles of learning are; Preparing the material according to the syllabus,| |Evaluate own role and |Following ethics and values, keeping records of learners’ progress, carrying our one to one feedback/tutorials | |responsibilities in lifelong |with learners.Maintaining confidentiality and a positive learnin g experience. Applying lifelong learning skills| |learning. |obtained, Developing skills by outdating and regularly. When applied to benefit the organisation goals, e. g. | | |Customer service, good telephone manner, be a people person, listening and customer satisfaction been met. | | |Identify needs and deficits, working towards it. Gram training| | |PowerPoint) | |AC 4: | The organisation must provide a syllabus to use, to develop the course content on the subject to be taught, the| |Review own role and |learners needs should start from skill scan, induction/interviews, to be able to identify their styles, needs, | |responsibilities in identifying|and potentials.And be able to identify the level of assessment they are able to learn. Set a time with | |and meeting the needs of |organisation to review the learning plan, with this learning plan to set a target with supervisor, keeping | |learners. |records (portfolio) of the life long learning, having a mentor to meet regularly. Kn owing your learning styles,| | |to be able to identify weakness and strengths and devise a plan on how to improve it.This plan has to be | | |measurable, realistic and achievable, Facilitating learning in a conducive environment, been a facilitator makes| | |learning enjoyable for the learner. ( Gravells A Simpson S 2008) | |Learning Outcome 2: |Understanding the relationships between teachers and other professionals in Lifelong Learning. |AC 1:Analyse the boundaries |Every organisation has professional boundaries within to work, and it’s a tutor duty to abide by the | |between the teaching role and |organisation rules, been. Unprofessional. i. e.. been too familiar with the learner. In the teaching role, | |other professional roles |ground rules are made and all learners are required to work within it, its makes the learner to know their | | |limit, their routine and be organised.In adult learning there are responsibilities to learning by them self, | | |learning by observat ion, discovery, evidence-based and trial by error. Contract is drawn between learner and | | |teacher, which could consist of a learning duration of 12 weeks, 1years etc. A module is followed, either theory| | |based or practical or combined. Ability and competences is required. Belbin 1996) | |AC 2: Review points of referral|Individual learning: teaching on a one-one basis, learner may respond differently then when learning within a | |to meet the needs of learners |group. A learner can be referred to another professional, if learning needs are not met in the one-one | | |learning. When learners are not responding to teaching, or the resources been used are not fully utilised. | |Explaining to learner that the other professional is more specialised in the learners learning styles. | | |(Daines JW 2006) | |AC3:Evaluate own |As a teacher working, within a value base organisation with a code of professional practice, set by an external | |responsibilities in relation to|body. hen teac hing value must be added to get a good outcome, remaining professional and retain self respected,| |other professionals |been passionate about the course been taught, Helping to motivate the learners and their learning experiences,| | |not only are they learning the subject but, they are also observing the way the teacher is been conducted, | | |composed, dresses, responds to feedback and support them. Identifying their needs, planning, designing, | | |facilitating, and evaluating their learning plan and styles. Reece, walker, 2007) (Gravells, Simpson | | |2008) | |Learning Outcome 3: |Understand own responsibility for maintaining a safe and supportive learning environment | |AC 1:Explain how to establish |Suitable/Safe learning environment; | |and maintain a safe and |Preparing the presentation in advance. | |supportive learning environment|Setting up the room according to delivery method. | |Ensuring the venue has accessible facilities, (toilets, refreshments areas, fire exit and evacuation procedures,| | |and ventilated room). | | |Considering flexible breaks and other individual needs are met, informing learner how long the break is. | | |Informing learners the importance of learning and how what they are learning has value and meaning, giving | | |precise targets of the subject and summarising occasionally. | |Making learning interactive, by giving groups discussions, role-play. | | |Introducing yourself, and getting to know your learner by name. | | |Informing learner on any useful resource material they might need. | | |Making special requirement is any of the learners has Disabilities. | | |(Learning and skills network lsneducation. org. k) | |AC 2:Explain how to promote |Appropriate behaviour between learner and teacher must be addressed immediately with the learner, informing the | |appropriate behaviour and |learner of the ground rules and boundaries and the reasons for instigating the rules, for the learners to know | |respect for others |their li mits. Learners should be engaged in an activity relating to the session to avoid boredom and class | | disruption. group discussions or role play among one another make the learner more interactive and focus, having| | |a one-one session with them to improve working as a team and good feedback being professional always, whatever | | |the feedback good or bad. Having a positive approach towards the learner and self, not losing temper at the | | |learner staying in a relaxed and positive manner. National programme for specialists of behaviour and | | |attendance) | | |(Wallace 2007) | |Evaluation: |What Have I learnt? | |The use of Planning in advance all materials needed, Identifying the needs of the learner, Facilitating the | | |learners learning styles; giving clear and precise instruction and summarising the subject regularly, | | |encouraging the learner to ask questions, treating each of the learners has individuals.Assessing the learners | | |at the end of the session or duri ng the session, to ensure they have learnt the knowledge and skills. Feedback| | |from the learners to ensure how to deliver next sessions. Taking into account equality, entitlements, | | |inclusively and diversity of all learners, always having a positive and professional attitude, most importantly | | |Listening to learner, having eye contact.Making sure the Aim of teaching is delivered and reflected on the | | |sessions to develop future delivery. | |Bibliography |What text have I researched or used to answer the assessment criteria? | | |Books | | |Berlin M, Team Roles at work, (1996) | | |Gravells A, Simpson S, Planning andEnabling in the Lifelong Learning Sector, Learning Matters. (2008). | | |Daines JW, Adult Learning, Adult Teaching, (2006) | | |Reece I, Walker S, Teaching, Training and Learning, (2007) | | |Wallace S, Achieving QTLS: Teaching, tutoring and training in the Lifelong Learning Sector, 3rd edition. (2007). | |Gram Training, PowerPoint (Handout), July (2012) | | | | | | | | | | | | | | |Websites | | |City & Guilds – www. cityandguilds. com | | |City & Guilds 7303 – www. anqdevelopment. co. uk | | |Educational sites and resources – www. support4learning. org. uk | | |Learning and Skills Network – www. lsneducation. org. k | | |National Programme for specialists of Behaviour and Attendance – www. teachernet. gov. uk | | |University of Edinburgh – www. ed. ac. uk | | |GSS Training – www. gsslimited. co. uk | | |Ask Jeeves – www. ask. com | | | |

Free Essays on The First World War

â€Å"Some nations were more to blame than others† The legendary and unforgettable 20th century, an epoch of scientific discoveries, a brand new, flawlessly modern, at the same time secretly mystifying, but none the less attractive and remarkable world. Numerous developments, industrial improvements and technical growth, as well as political progression had made it a period of great changes, both socially and politically, resulting in the horrible, however colossal First World War. Before 1914, the world was merely a community, resembling a battlefield, it had not yet put all the latest hi-tech machinery, of the time, into practice. A front line, which was fought by independent countries in self-sufficient ways, where your neighbour would rarely be involved and the land you fought for was the main objective, became the conflict between many nations, for everyone was in a wild race for power and foreign territories. Due to such intentions, the tension and differences of the various world communities began to evolve. Europe, being the centre of much scientific, artistic and industrial advancement, hosting numerous empires, extremely dominant and able, was gradually building up its fights, clashes and arguments over small, simple issues, which would turn into greater ones reasonably soon. Germany, a nation of strength and remarkable pride, had taken the lead in industry, over Britain. Austria-Hungary, a multicultural environment, containing nations with those who wanted self-government and liberty, was losing its once so firm and respectably well-built supremacy over countries, such as Serbia. Britain, an independent tough and incredibly capable remote island, which wanted equal power for everyone, however remained happy as long as it was a little bit more advanced than anyone else would ever be. A dream come true, however not for long, as the rapid growth of Germany had promptly taken over her marvels. France, a plentiful and s... Free Essays on The First World War Free Essays on The First World War â€Å"Some nations were more to blame than others† The legendary and unforgettable 20th century, an epoch of scientific discoveries, a brand new, flawlessly modern, at the same time secretly mystifying, but none the less attractive and remarkable world. Numerous developments, industrial improvements and technical growth, as well as political progression had made it a period of great changes, both socially and politically, resulting in the horrible, however colossal First World War. Before 1914, the world was merely a community, resembling a battlefield, it had not yet put all the latest hi-tech machinery, of the time, into practice. A front line, which was fought by independent countries in self-sufficient ways, where your neighbour would rarely be involved and the land you fought for was the main objective, became the conflict between many nations, for everyone was in a wild race for power and foreign territories. Due to such intentions, the tension and differences of the various world communities began to evolve. Europe, being the centre of much scientific, artistic and industrial advancement, hosting numerous empires, extremely dominant and able, was gradually building up its fights, clashes and arguments over small, simple issues, which would turn into greater ones reasonably soon. Germany, a nation of strength and remarkable pride, had taken the lead in industry, over Britain. Austria-Hungary, a multicultural environment, containing nations with those who wanted self-government and liberty, was losing its once so firm and respectably well-built supremacy over countries, such as Serbia. Britain, an independent tough and incredibly capable remote island, which wanted equal power for everyone, however remained happy as long as it was a little bit more advanced than anyone else would ever be. A dream come true, however not for long, as the rapid growth of Germany had promptly taken over her marvels. France, a plentiful and s...

John Donne Poetry Essay Example

John Donne Poetry Essay Example John Donne Poetry Essay John Donne Poetry Essay Essay Topic: Donne Poems JOHN DONNE, we sometimes forget, was an Elizabethan. Scholars do well to warn us against over-simplifying the pattern of literary change into a simple succession ofmovements and reactions, and to remind us that in periods of heightened vitality developments in different directions often exist side by side. 1 By no means all of what we now consider typically Elizabethan poetry was in existence when Donne began to write. It remains true, nevertheless, that Donne chose to do something different from his predecessors and from those of his contemporaries who were still exploiting and developing the existing modes; and younger followers like. Carew looked back on this choice as revolt or form: The Muses garden with Pedantique weedes Orspred, was purgd by thee; The lazie seeds Ofservile imitation throwne away And fresh invention planted . An Elegit upon the death of the Deane of Pauls, DrJohn Donne Modem students ofrhetoric have argued that Donnes innovations did not run counter to contemporary rules,2 but even if he is to be regarded as implementing existing theoretical possibilities, his practice remains the kind ofnew departure which marks a decisive alteration in the course of literary history. In considering the nature of Donnes poetic originality, it is common to begin with his development of the metaphysical conceit. Yet there is a great deal to say on the subject ofhis verse style before broaching the topic of imagery at all. The first point likely to strike the reader who comes to Donne from the smooth fluency of the average Elizabethan lyric or sonnet is the surprising directness of the speaking voice conveyed by his rhythms and diction: For Godsake hold your tongue, and let me love, Or chide my palsie, or my gout, My five gray haires, or ruind fortune ? lout, 98 THE POEMS OF JOHN DONNE With wealth your state, your minde with Arts improve. Take you a course, get you a place, Observe his honour, or his grace, Or the Kings reall, or his stamped face Contemplate, what you will, approve, So you will let me love. The Canonization Here the occasional inversions of normal speeeh-order and the fact that line 4 by itself might come from an eighteenth-century couplet hardly affect our general impression that technique and conception are essentially dramatic; the colloquial outburst of line I, the heavy stresses on palsie and gout, the contemptuous alliteration ofline 3, above all the play of an exasperated splutter of short phrases across the intricate stanza form, all impose on the reader the desired emphasis, tone, and mood. Plainly the aim here is not sweetness, grace, or verbal melody, either for its own sake or to accommodate any pQSoO sible musician who, as Donne complains in The Triple Poole, his art and voice to show Doth Set and sing my paine. It is rather a realistic expressiveness of the kind developed in the I590S by the dramatists, above all by Shakespeare, and nothing quite like it had previously appeared in lyric poetry,s in spite of certain foreshadowings in Wyatt. As in dramatic verse, the aim of realism is, of course, not absolute; whatever metrical licences are taken, the pattern ofline and stanza remains, to reinforce, modify, or generally play against the rhythms of speech with the effects of heightened intensity and concentration proper to poetry. When we speak of realistic expressiveness we use a shorthand term for the maximum of realistic expressiveness compatible with a sense of artistic form. Donnes lyrics have a music of their own, though the immediate effect is of vivid speech rather than song: Deare love, for nothing lesse than thee Would I have broke this happy dreame, It was a theame For reason, much too strong for phantasie, Therefore thou wakdst me wisely; yet 99 PART THRBB My Dreame thou brokst not, but continuedst it, Thou art so truth, that thoughts of thee suffice, To make dreams truths; and fables histories; Enter these armes, for since thou thoughtst it best, Not to dreame all my dreame, lets act the rest. The Dreame That Donne could write with a simple lyrical sweetness when he chose is shown by one or two songs to existing airs, especially Sweetest love, I do not goe, For weariness of thee, though even here his originality comes out in the careful subtlety of the poems argument. He was a conscious artist, and his avoidance of conventional fluency of movement and courtliness of diction must be assumed to be deliberate. As with the lyric stanza, so in his satires and degies with the couplet, Donne makes use oflicences similar to those ofdramatic blank verse. Always the formal devices ofpoetry metre, rhyme, alliteration, and other effects of sound are made to serve an expressive purpose; a constant control of pause, stress, and tempo works to the same end.

Cultural and Historical Studies Essay Example | Topics and Well Written Essays - 2000 words

Cultural and Historical Studies - Essay Example However, fashion is to a greater extent a term that refers further than the clothing aspect. As Kratz et al (1998) suggest, fashion can be broadly defined as a cultural phenomenon since it is concerned with different meanings and symbols. It is thus a mode of instant and direct visual communication. They contend that fashion can be broadly used to refer to other aspects such as hair styles, accessories make up and can also include other items that do not have anything at all to do with clothing (1998, p. 195). Therefore, there are a lot of assumptions that can be made about an individual through the mere observation of the dress they are wearing. These include the part of the continent that they are likely to be coming from, the kind of job that they are likely to hold, or even their economic position. However, an important question is still raised as to whether we as the audience are able to make a true assumption of the true character of an individual simply by looking at what they wear. In general, however, fashion is mostly about identity, which is used to define the self as Roche (2000, p. 123) describes it as the â€Å"most talkative of all social facts†. On the other hand, identity can be defined as a way through which individuals can represent themselves in a social manner. It is this that mediates the relationship between the individual and the social world within which he lives. There are a number of reasons that push an individual to want to express their identity. These mainly revolve around issues that are related to the social status, the economic class, gender, age, race, ethnicity, religious condition, recreation, sexual orientation and individualism. When fashion is applied in a creative way, individuals are able to confirm or reject most of these aspects about identity and fashion (Barker 2000, p. 58).

Age discrimination in employment in the U.S Research Paper

Age discrimination in employment in the U.S - Research Paper Example Solis Hilda (2008) observes that ADEA prohibits discrimination on the basis of age in terms, conditions and privileges of employment such as hiring, promotion, termination, training, compensation and benefits. Despite this, employers find themselves stereotyping old age which according to the Act is any applicant or employee aged 40 years and above and hence discriminating against such employees. In â€Å"Age Discrimination by Employers,† Segrave Kerry (2001) argues that age discrimination is rampant in the most centralized and fastest growing industries. Age discrimination at work environment in the U.S is a result of the financial risks that older people present for companies due to lack of productivity, increased health insurance costs and high salaries. Productivity in employment is associated with high performance organizations and employees. It is achieved through use of high skilled, committed and motivated employees. Most employers view old people as having deteriorating physical and mental abilities hence unable to perform their jobs effectively despite the fact that some old people have the ability to perform better than young people. The nature of work keeps on changing as the economy moves from manufacturing to service sector. Most jobs thus require use of technology as opposed to manual skills held by older people. Young people are able to keep up with advancing technology as opposed to the old people who are nearing retirement age and hence see no need in investing in skill advancement. If they happen to lose their jobs, it is difficult for them to be absorbed in the job market due to lack of the required skills. For example, since the introduction of computers most jobs that require tedious paper work have been simplifie d. Information is recorded in the computer where it can be retrieved easily and large amount of work can be done with less time hence improved productivity. However, not many old people have learnt computer technology thus making