A Fools Handbook to Easy Definition Essay Topics

A Fool's Handbook to Easy Definition Essay Topics The Do's and Don'ts of Easy Definition Essay Topics Sometimes people can't just begin writing their essay without looking at an entire illustration of somebody else, seeing the structure and the way it's written. There are lots of terms we use every single day. If one already knew they would find the money back at the right time of the loan, there's no trust involved. Some people believe that it's necessary to devote a large amount of money on wedding celebrations. Easy Definition Essay Topics - Is it a Scam? There's a selection of essay types, and every one of them is able to assist you in developing your abilities and widening your knowledge. In specifying the criteria, you would like to locate criteria that are sufficient and necessary. Therefore, the focus isn't merely descriptive. To begin with, your key to winning essay is a crystal clear comprehension of what it is that you're likely to handle. In the event the b ody paragraphs are clear and avoid rambling, pulling the principal suggestions for the conclusion will be simple! The principal idea of all of the criticism is to supply an opinion both of positive or negative implication. Not only that, you also need to provide your own opinion that can be either one sided or neutral. Rephrase the principal portions of the definition and be sure you summed up everything you planned on saying. Introducing Easy Definition Essay Topics The most important aim of your work is to provide the readers the comprehensive definition of the specific term. You are able to purchase affordable on-line help with any type of academic essays online. So, when you really feel like buying an essay online, we're here to assist you out! There are lots of writers online who offer their expert services. How to Find Easy Definition Essay Topics on the Web The standard of definition paper is dependent upon the topic you opt for. Researching the historical part of a given word won't only offer more inspiration but in addition make your paper more credible. You're able to develop into a word artist with the aid of your pen or computer only! The major challenge is dedicating a whole paper to just a single word, needless to say. The Upside to Easy Definition Essay Topics Definition essay can help to discover another meaning for things from earlier times thus we could make our future better. A definition essay outline will be different in length depending on the term one is describing. Define by just what the term doesn't mean. A wide type has issues which are not referents of the idea. If You Read Nothing Else Today, Read This Report on Easy Definition Essay Topics You are going to learn how to compose a definition essay, how to choose the topic you love the most, how to deal with defining the intricate conditions. Definition essay topics can differ. There are various approaches to definition. It's possible for you to give an immediat e definition of the period, limiting your essay to the mere clarification of the period. Should you do, paraphrase the offered definition to steer clear of issues with plagiarism. It's important to always offer a conventional definition of your subject in at the start of the definition essay, even if your definitions vary from the normal meaning. It's possible for you to write Definition Essay for a course or only attempt writing it to increase your English abilities, make it something like a language challenge. Writing a quick draft is extremely effective, and a few teachers even require students to submit drafts to be certain that they've written the essay themselves. There are a lot of good words to compose a definition essay on such course instructors really like to throw out for assignments. As an example, obtaining a college degreeso you're able to find an outstanding job is a means objective. Expository essay employs formal language to go over someone or something. Conversely, if you are unable to attribute the idea to the author of the job you're paraphr asing, you're still guilty of plagiarism. To the contrary, it can likewise be quite interesting to work on only when you have good topic in your hands as it's regarded as the backbone of an evaluative essay. The words need to be specific and particular to the topic and shouldn't deviate the principal idea. A definitive essay outline also functions as a map of sorts because it already is made up of an essay parts arranged in line with the order of their look. It's different in regards to narrow descriptions. If you're still unable to edit and revise your essays then we are here in order to assist you, just stick to the directions given below. In such a circumstance, your essay will appear to be a manual or instruction. Essay writing guideline can help you create a winning one. In a thesis of your essay writing you'll state your private definition of the expression. Lastly, count the variety of words that you've written in order for your essay isn't under-length. Firstly, it's mandatory for you to see that writing an essay involves a five step approach. Easy Definition Essay Topics Fundamentals Explained What's more important, do not repeat any portion of the traditional or dictionary definition in your explanation. Thus, there's not any reason to incorporate a dictionary definition. You'll usually begin with the dictionary definition, so as to give yourself a starting point. Standard definition is the one that you will discover in the dictionary. The Fight Against Easy Definition Essay Topics Following that, you've got to consider about what things to write and what to exclude. Several alternative logical structures for essays are visualized as diagrams, making them simple to implement or adapt in the building of an argument. To put it simply, an outline is a succinct review of your work, which highlights its most important points. The Foolproof Easy Definition Essay Topics Strategy Ideally, it ought to be a combination of the dictionary definition and your own ideas on the topic. In general, the idea of emotional intelligence doesn't have a generally accepted definition. For a student who doesn't investigate correctly, it is quite simple to get confused and to mix up definitions or explanations. Historical research is vital to collect diverse meanings.

The American Media Is Private Business - 1027 Words

The American media is private business. Most make their profits by selling their audiences advertisements, not news coverage. Because of this structure, the media tends to favor corporate interests such as advertising agencies and â€Å"big business†. There is also new â€Å"cross-ownership†. The leaders of media corporations and the defense industry are the same, which leads to supporting war. There is an inherent conservative bias in the American media system which is based on the economic structure of mass media in the United States. Firstly, most news sources in the United States are owned by large media conglomerates, which are many times owned by larger parent companies with investments in other industries, therefore creating an inherent bias†¦show more content†¦Statistical evidence suggests that about â€Å"three-fourths of this difference in framing is due to media bias.† (Dunham) The media is seen as conservative leaning because the way these o rganizations portray themselves in the various mediums. News coverage and the organizations tied to it should be as objective as possible. The right-wing ideas have become more and more associated with the media, according to the above statistic. Overall conservative â€Å"think tanks† and right-wing advertising corporations dominate the media, supporting its inherent conservative bias. Secondly, the media relies heavily on special interest groups and corporate sources and thus the relationships between the media and powerful sources develop out of mutual corporate and economic benefits and concerns. One method of unjustly supporting ideas is by demonstrating â€Å"flak†. Flak is a â€Å"method used by businesses, politicians, powerful interest groups and individuals to discredit opposing perspectives and to try to stop publications of damaging information.† (Pawlick) Thus, stories that conflict with the interests of advertisers are most likely to be

Sandi vs the Voice of Temptation Essay Example For Students

Sandi vs the Voice of Temptation Essay You may not recognise me at first. But trust me, you know me well. Im the voice that makes you crave those Light and Tangy potato chips, and the mocha cream puff the one with inch-thick cream and smooth lemon vanilla custard, sandwiched between light choux pastry with mocha flavoured icing on top, drizzled with chocolate. Do you know who I am now? Im the reason you smoke 20 cigarettes every day you try to give up, but we both know you always cave in and smoke all the more. We both know youll never give up. You like it too much. In fact, you need one right now, dont you? Go on: have one. You know its no risk, even sensible Logic tells you that people get killed just crossing the road. Weve all gotta die sometime right? And, dont worry about that cream puff you can walk the dogs later to work the calories off. Ok, so we both know Procrastination will come along and youll put it off until tomorrow but dont worry about that now. You need a cigarette and one more is not going to kill you not right now anyway. Why not enjoy the moment? Got ya! See: it works every time! Remember the other day when you chose not to go to school because, after all, you werent going to miss anything important, were you? That was me. Ha! There you were, snuggled in your fluffy doona, sleepy, and warm. As you woke, you sensed the dark clouds outside dimming the room, and you heard the rain splattering on the roof and lashing at the windows, and it was such a good idea to stay there wasnt it? Yes, you certainly thought so at the time. You missed the start of a new topic at school, but hey, youll catch up. Of course the first thing youll have to do is finish catching up on the theory you missed from before but you can do it later. Things always work out just go with the flow hey, I wouldnt want you to worry now, would I? Trust me! Trust you? Now that youve revealed your true colours I realise what a fool Ive been. Ive listened to you all along, going against what I truly knew was good for me, all the time unaware of your power over me. It was you that talked me into going out for dinner and to see a movie with friends the other night when I knew I had an assignment due the next day. Better Judgement tried to get through to me but couldnt be heard over your alluring False Logic. Better Judgement tried to tell me that I could catch up with friends another time, but you told me that there was no need to miss out on an enjoyable night. You lied and said I could quickly finish off my assignment when I got home. You and your friend, Self-Sabotage, tricked me! I had to stay up into the early hours of the morning to finish that assignment I got three hours sleep. And, whats worse, I wasnt happy with what I handed in. It could have been much better, if I had had more time It was also you that made me buy those new jeans when I couldnt afford to. They were on special, you kept reminding me Id save $40 by buying them now. At that price, you said, theyd be sold out in a few days. It was an opportunity too good to pass up, you said, so I bought them. I was late paying the rent because of you! Trust you? Never again! .ue4218eea23d029f18bf4cfb28c140b88 , .ue4218eea23d029f18bf4cfb28c140b88 .postImageUrl , .ue4218eea23d029f18bf4cfb28c140b88 .centered-text-area { min-height: 80px; position: relative; } .ue4218eea23d029f18bf4cfb28c140b88 , .ue4218eea23d029f18bf4cfb28c140b88:hover , .ue4218eea23d029f18bf4cfb28c140b88:visited , .ue4218eea23d029f18bf4cfb28c140b88:active { border:0!important; } .ue4218eea23d029f18bf4cfb28c140b88 .clearfix:after { content: ""; display: table; clear: both; } .ue4218eea23d029f18bf4cfb28c140b88 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue4218eea23d029f18bf4cfb28c140b88:active , .ue4218eea23d029f18bf4cfb28c140b88:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue4218eea23d029f18bf4cfb28c140b88 .centered-text-area { width: 100%; position: relative ; } .ue4218eea23d029f18bf4cfb28c140b88 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue4218eea23d029f18bf4cfb28c140b88 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue4218eea23d029f18bf4cfb28c140b88 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue4218eea23d029f18bf4cfb28c140b88:hover .ctaButton { background-color: #34495E!important; } .ue4218eea23d029f18bf4cfb28c140b88 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue4218eea23d029f18bf4cfb28c140b88 .ue4218eea23d029f18bf4cfb28c140b88-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue4218eea23d029f18bf4cfb28c140b88:after { content: ""; display: block; clear: both; } READ: Quebec Winter Carnival EssayAnd, now that I know you are the reason why I havent been able to quit smoking, you can expect that to change too! Dont bother trying your tricks on me any more. Im going to quit smoking. I know how you work now and that means that Im the one with the power. I know how to extinguish your efforts to control me. And Ive got help: I now have Inner Strength to stop me from falling for your False Logic, and I have Self-Preservation to remind me to cherish my physical and mental health. I listen to Reality and Truth now. They tell me that smoking is bad for my health, that it makes me, and everything around me, smell and its burning a huge hole in my pocket. So, Temptation, how does it feel to be powerless, impotent? Surely you dont expect me to continue smoking now that I know how you lie to me, trick me and put me down. You think Im weak do you? Well, youre going to wish you never Oh shut up and cut out the stupid rhetoric will you? Have another cigarette and a glass of wine you know itll make you feel better, and then I wont have to put up with all of this self-absorbed rubbish any more. Enough is enough! Oh Ok, sorry if I upset you.

Second Chance for Felons free essay sample

In this informative review, I will discuss some of the social factors associated with individuals that have been convicted of a crime and have a felony record. I will also show evidence that supports my investigation and will be culminate in action. This is not a only a problem that affects the individual that holds an felony record, it is a problem that affects society as a whole (Pew, 2008). The Cost. some of these individuals are in prison for crimes they did not commit and crimes they did commit (Greene Heilburn, 2011).Either way, when most of these individuals return to society they will have a felony record that will follow them the rest of their lives. These individuals were sent prison to pay their debt to society for the crime or crimes for which they have been convicted, but will also receive additional punishment further than their sentences. This includes their status in life, education opportunities, and jobs opportunities. We will write a custom essay sample on Second Chance for Felons or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Majority of these individuals are stigmatized as deviant individuals in our society in the U. S. (Anderson, 2010).Our society is shaped to think, that all individuals with felonies are very deviant or bad people that don’t have the ability to change to become a better person and that they could contribute to society in a positive manner (Greene Heilburn, 2011). These individuals made a mistake and they need a second chance to survive to become productive members of society. Some people believe in the belief in a just world, that good things happens to good people and bad things happen to bad people(Anderson, 2010), so they really don’t care about people with a felonies.These individuals have been outcast by society this includes men, women and even some adolescence’s. Individuals that have a felony or a criminal record are ineligible to work in certain occupations, may not be allowed for public welfare benefits and public housing, and disqualified for some college tuition loans. Prison’s were built for rehabilitation and punishment of a crime but, seems to be a life sentence even after the hand cuffs and bars are removed. These individuals are not capable to totally live in a free society following prison (Greene Heilburn, 2011).Individuals do have to be responsible for the harm they do to others. But when they have paid their debt to society by going to prison, they should not be treated as outcast, when they return rehabilitate d. The United States motto â€Å"the land of the free† has the highest prison rate and the most prisons in the world. The prison system is an institution of social control. America and its politicians emphasizes punishment, the tough on crime method seems to only help the careers of most politicians in the United States, but still has not made us safer in society (Huber Gordon, 2004) .An example of how the federal government and several states use the social control model is by changing and getting laws passed. One of the most rigorous is the California’s three strikes law just like baseball â€Å"strike out three times and you are out†! No matter what crime you commit, whether it is minor or not, the offender must be sentence to either 25 years to life in prison or triple the standard sentence (Greene Heilburn, 2011). This law would not only increase prison population but would mostly likely lead to individuals in prison for crimes that would not fit the crime t hey are punished for (Greene Heilburn, 2011).Majority of the offenders are in prisons for nonviolent crimes. This has contributed to the increase of individuals in prisons. Some states in the U. S. the federal government has ordered state prisons to reduce their prisons by 40,000 inmates (Pew, 2008). This makes me sick in the inside, because it makes me wonder maybe these individuals didn’t need to be in prison in the first place, if they are releasing such a large number of individuals. Prisons were built for punishment and rehabilitation, but in reality prisons have not proven to be effective on increasing the risk of individuals reoffending, making prison a revov.Actually, the research seems to correlates that criminal behavior increase after prison (Pew, 2008). Broken schools, poor healthcare and early childhood development, and the disappearance of jobs prepare many poor children for little else than a cradle-to-prison pipeline. Prison walls do not create nurturing environments, but more proficient criminals, who during their lives walk through a revolving prison door. Many are imprisoned for nonviolent, drug-related offenses for longer and longer periods of time. Three-strike laws and other draconian sentencing schemes are way out of proportion to the crimes committed.The consequences of over-punishment are seen across the country, as states in need of cash cannot afford their ballooning prison budgets. In California, a federal court has ordered the state to reduce its overcrowded prison population by 40,000 inmates. If so many inmates are to be released, it makes you realize that many of them probably shouldn’t have been in there in the first place. America’s reliance on punishment only serves to break up families and communities, rarely helping to rebuild them or those who have served their time.Many would be surprised to know that the right to vote, a cherished right of citizenship, is denied to 5. 3 million Americans with felony convictions. These felony disenfranchisement laws are a holdover from the Jim Crow era, a time filled with all sorts of bad intentions. This madness must stop, and Senator Russell Feingold (D-WI) and Representative John Conyers (D-MI) have introduced legislation to restore voting rights in federal elections to millions of disenfranchised people.How do you expect ex-felons to become productive citizens when they can’t find a job, can’t afford to better themselves through education, and can’t even vote? Some are behind bars for the crimes they have committed. Others are there for crimes they did not commit. Either way, when they return to the street, the punishment continues. Punishment on top of punishment does not work, and we have to build up the formerly incarcerated so they do not fall down again. We have to ensure that they have the opportunity to contribute as full-fledged members of society.

persian war essays

persian war essays A long time ago Croesus the king of Lydia took over the Greek colonies on the east coast of Asia Minor (Turkey). Croesus was a kind and fair ruler so the Greeks did not really mind. But around 546 BC King Croesus and his empire was overthrown by Cyrus the Great About fifty years later Asia Minor revolted against Persia. The rebellion was assisted by Athens. The rebellion was successful. After the rebellion had stopped Darius I took complete control over Asia Minor. Darius sent tyrants to rule over all Greek city states except Athens and Sparta refused to accept the tyrants. After Darius took rule the Ionian city states rebelled another time. Darius took this as a personal insult and sent troops in to destroy Athens. Athens beat the Persians whose army was almost three times the size of the Athenian army at the famous Battle of Marathon. The battle was fought on the Plains of Marathon outside of Athens. Darius' successor Xerxes I brought together the largest army of ancient history. In 480 BC Xerxes led his troops to the narrow passes of Thermopylae. In this battle several thousand soldiers led by the Spartan leader Leonidas I fought against the Spartans. A Greek traitor told the Persians a way to get around the Greek forces and enter the pass through their flank. The Persians did so and annihilated the Greek forces from the rear. There was nothing left between the Persians and Athens so the Persians plundered and destroyed the abandoned city. The next battle that took place was when the Persian fleet tried to pursue the Greek fleet at the Battle of Salamis. The Persians did not stand a chance in that battle and lost. All the Persian forces left in Greece were defeated a year later at the Battle of Plataea and Greece won ...

Computer Models Show How a Black Hole Eats a Star

Computer Models Show How a Black Hole Eats a Star Were all fascinated with black holes. We ask astronomers about them, we read about them in the news. and they show up in TV shows and movies.  However, for all our curiosity about these cosmic beasts, we still dont know everything about them. They flout the rules by being hard to study and detect. Astronomers are still figuring out the exact mechanics of how stellar black holes form when massive stars die. All this is made tougher by the fact that we havent seen one up close. Getting near one (if we could) would be very hazardous. No one would survive even a close brush with one of these high-gravity monsters. So, astronomers do what they can to understand them from a distance. They use light (visible, x-ray, radio, and ultraviolet emissions)  that come from the region around the black hole to make some very shrewd deductions about its mass, spin, its jet,  and other characteristics. Then, they feed all this into computer programs designed to model black hole activity.Computer models based on actual observational data of black holes help them to simulate what happens at black holes, particularly when one gobbles something up. What Does a Black Hole ComputerModel Show Us? Lets say that somewhere in the universe, at the  center of a galaxy like our own Milky Way, theres a black hole. Suddenly an intense flash of radiation flares out from the area of the black hole. What has happened? A nearby star has wandered into accretion disk (the disk of material spiraling into the black hole), crossed the event horizon (the gravitational point of no return around a black hole), and is torn apart by the intense gravitational pull. The stellar gases are heated up as the star is shredded  and that flash of radiation is its last communication to the outside world before it is lost forever. The Tell-Tale Radiation Signature Those radiation signatures are important clues to the very existence of a black hole, which does not give off any radiation of its own. All the radiation we see is coming from the objects and material around it. So, astronomers look for the telltale radiation signatures of matter being gobbled up by black holes:  x-rays or radio emissions, since the events that emit them are very energetic.   After studying black holes in distant galaxies, astronomers noticed that some galaxies suddenly brighten up at their cores and then slowly dim down. The characteristics of the light given off and the dim-down time came to be known as signatures of black hole accretion disks eating nearby stars and gas clouds and giving off radiation. It was, as one astronomer said, Like a black hole putting up a sign that said, Here I am!! Data Makethe Model With enough data on these flareups at the hearts of galaxies, astronomers can use supercomputers  to simulate the dynamic forces at work in the region around a supermassive black hole. What theyve found tells us much about how these black holes work and how often they light up their galactic hosts. For example, a galaxy like our Milky Way with its central black hole might gobble up an average of one star every 10,000 years. The flare of radiation from such a feast fades very quickly, so if we miss the show, we might not see it again for quite a long time. But, there are many galaxies, and so astronomers survey as many as possible to look for radiation outbursts. In the coming years, astronomers will be deluged with data from such projects as Pan-STARRS, GALEX, the Palomar Transient Factory, and other upcoming astronomical surveys. There will be  hundreds of events in their data sets  to explore. That should really boost our  understanding of black holes and the stars around them. Computer models will continue to play a large part in delving into the continuing mysteries of these cosmic monsters.

Statement of Purpose + Autobiography Essay Example | Topics and Well Written Essays - 1250 words

Statement of Purpose + Autobiography - Essay Example The testimonies of students do attest to a driven and highly respected learning community; the presence of a culture that fosters innovation and academic contribution; and having a highly competent faculty. Perhaps, the most appealing feature of the graduate programs that Fielding offers is the establishment of nurturing mentoring relationships with the students. I am a strong advocate of coaching and mentoring, and do believe that a post graduate student should be accountable for his or her learning as well. Its reputation is attested to by its accolades. For one, it is the sole program in clinical psychology that is acknowledged and certified by the American Psychological Association. Moreover, it explicitly expresses its intent to teach out of the box, and beyond the conventional graduate programs offered by similar learning institutions. Since I am strongly for innovation as a value, I would like to be part of a learning community that similarly attaches premium to out-of-box thinking. Moreover, in future practice, both in the professional and research spheres, I would like to explore more non-traditional counseling areas where I can add the most value. Yet another personal advocacy that I have is the respect for diversity, which is also apparently espoused by Fielding. The site indicates that Fieldings Clinical Psychology program " brings a rich diversity of prior learning and professional experience with backgrounds in psychology and many students have experience as therapists and counselors". I believe that interaction with individuals of varying backgrounds will make the learning experience richer, as it will permit you to evaluate issues and insights from differing perspectives. I plan to be as inclusive as possible in my practice, helping as many people as I can possibly can. In fact, I have a strong leaning towards helping indigents. Fielding has acknowledged the

Marketing Audit on a 1 shop Essay Example | Topics and Well Written Essays - 2750 words

Marketing Audit on a 1 shop - Essay Example According to the figures released earlier this year, Poundland reported an 81.5% increase in profits from the previous year. Poundworld posted record profits of ?5.4m in on sales of ?133m. Buying from these pound points provides incredible value for money to the consumers, and with budgets stretched, it makes pound shops very preferable for them. The low prices are made possible due to low costs incurred in their model, by these shops. A conscious effort to keep a check on costs is made, in terms of overhead expenses and direct costs. Pound shops are able to save large chunk of money by buying in bulk quantities. They don’t shelve varieties for their products, but usually stack on products from one or two manufacturers for each category. This allows them a lot of bargaining power with the suppliers. Since they only have to stock few varieties for each product category, they can always switch to those suppliers that offer the lowest rates. Even renowned brands have supplied the ir products to pound shops, recently. Pound shops’ model is based on keeping prices at the low price points, ensuring there’s price consistency across the shop, and which continues overtime. This creates greater certainty for the customers, who confidently return to the shop, knowing they would be able to shop without draining on their low budgets. For the administration too, it’s a relief, since they don’t have to spend time and hire resources, to calculate prices for each product item. All product items can be arranged anywhere in the shop, and rearranged to change the display, without worrying about changing tags, or shelves. Pound shops also don’t undergo price inflation. This certainty gives them a rare advantage over other consumer retail and other avenues of consumers’ pounds, where inflation can be a huge drain on consumers’ already limited incomes. Pound shops try to absorb inflation by negotiating harder with suppliers so th ey continue getting products at same level of prices. Alternatively, they might switch to another supplier, which, however, could be offering products which are inferior to those previously offered. However, at times, pound shops have been known to counter inflation by other means too. Instead of increasing prices, they have reduced the quantity of product offered. 99p Stores, for instance, were selling 200g Toblerones but later the chocolate bars were only 170g in weight. In general, however, the zero-price inflation, price consistency, and of course low prices, ensure a large customer base for pound shops. In times of recession and low economic growth, when wages don’t increase by much, if at all, low wage earners find pound shops extremely valuable. When unemployment is relatively high, more people are living off benefits. Middle and upper classes too feel compelled to look for value in their shopping, and then there are students and other such groups of consumers who are very conscious about their spending. With their unique business model, pound shops are able to reach out to, and cater to, a larger customer base than other retailers. Pound shops also employ an effective tool in their marketing mixes- that of psychological pricing, in pricing. 99c is a successful price point chain in UK, and others also use the psychological pricing effectively, to give the consumer the perception of greater value for money. In terms

The Components of Criminal Justice Essay Example for Free

The Components of Criminal Justice Essay There are three main components of understanding the components of criminal justice. They are law enforcement, courts, and corrections. First is law enforcement, it broadly refers to any system by which some members of society act in an organized manner to promote adherence to the law by punishing people who violate the rules governing that society. However, the term may encompass entities such as courts and prisons, it is most frequently applied to those who directly engage in patrols or surveillance to dissuade and discover criminal activity, and those who investigate crimes and apprehend offenders. Next are courts. It’s a tribunal, often a governmental institution, with the authority to adjudicate legal disputes between parties and carry out the administration of justice in civil, criminal, and administrative matters in accordance with the rule of law. The third and final component of the criminal justice system is corrections. The role of this component is to uphold and administer sentences handed down by judges. The corrections system, which is tightly intertwined with the previous two components, is very important and quite large. The corrections component includes jails, prisons, correctional officers, probation officers and parole officers. Criminal procedures are safeguards against the indiscriminate application of criminal laws and the wanton treatment of suspected criminals. Specifically, they are designed to enforce the constitutional rights of criminal suspects and defendants, beginning with initial police contact and continuing through arrest, investigation, trial, sentencing, and appeals. The U.S. Supreme Court, pursuant to its authority under the Rules Enabling Act, first promulgated the Federal Rules of Criminal Procedure, which Congress, in turn, passed. The Federal Rules outline the procedure for conducting federal criminal trials. Similarly, states have their own codes of criminal procedure of which many closely model the Federal Rules. The Federal Rules incorporate and expound upon all guarantees included within the U.S. Constitutions Bill of Rights. A few of the rights guaranteed to criminal defendants by the Constitution include the guarantees of due process and equal protection under the laws, the right to have legal counsel present, the right to confront witnesses, the right to a jury trial, and the right to not testify against oneself. While state constitutions and procedural rules may increase the protection afforded to criminal defendants, they may not offer less protection than that guaranteed by the U.S. Constitution. According to Freedictionary, policing is to regulate, control, or keep in order with or as if with a law enforcement agency and to make (a military area, for example) neat in appearance: policed the barracks. On the other hand, community policing is a philosophy that promotes organizational strategies, which support the systematic use of partnerships and problem-solving techniques, to proactively address the immediate conditions that give rise to public safety issues such as crime, social disorder, and fear of crime. Corrections are a euphemism. It’s a less distasteful word chosen to represent jails and prisons. For many professionals involved in the justice system, though, the word represents a hope that the people they deal with can learn from their mistakes and return to society as productive citizens. The history of corrections is full of various interpretations of the purposes of removing criminals from societya debate that continues in todays theories of corrections. Penology comes from the Latin word poena, punishment and the suffix -logy, study of. It is a section of criminology that deals with the philosophy and practice of various societies in their attempts to repress criminal activities, and satisfy public opinion via an appropriate treatment regime for persons convicted of criminal offenses. Ethical issues in criminal justice have been addressed on both a philosophical and historical level. Ethical issues have existed in relation to government, policing and international politics for centuries. The standard code of ethics that law enforcement personnel and public servants are asked to uphold can often be translated subjectively by individuals, resulting in the possibility of ethically questionable conduct. Ethical issues regarding brutality, corruption and off-duty behavior have become an increasing challenge in criminal justice.

Wind Power Essay -- Wind Power Energy Sources Essays

Wind Power Harnessing the natural power of the wind is by no means a new concept. Asides from sailing, wind power has been utilised for many thousands of years, principally for agricultural purposes. Basic windmills are thought to have been used in Persia (now Iran) as early as the 7th century AD. Their ability to make use of otherwise untapped energy sources without the needs and costs of other alternatives, ensured that they remained the machines of preference in several industries throughout both agricultural and industrial revolutions. Whilst their basic concepts have remained true to the basic origins, technological advances have enabled engineers to adapt the mechanics of the mill to enable a more functional and useable source of power. In the 18th C, engineers developed spring sails (a device incorporating shutters onto the sails) to enable the mill to be run at constant speed during variable wind speeds automatically. The development of the fantail in 1745 also ensured the mills ran in the face of the wind and along with airbrakes meant that the mill could run at its most efficient at all times without the risk of doing itself damage in strong winds. Uses developed into water pumping, wood sawing, papermaking, pressing oil seeds and a variety of grinding uses. The use of wind turbines for generating electricity was pioneered in Denmark late in the 1890s. The concept was made a reality by Poul la Cour (1846-1908) who had originally trained as a meteorologist. He built the world's first electricity generating wind turbine in 1891 and although his project was a success, decided the greatest problem lay in storage of the electricity. As a result he used the electricity from his turbines for electrolysis in order to produce hydrogen for the gas lighting in his school.  ¡Ã‚ §One basic drawback of this scheme was the fact that he had to replace the windows of several school buildings numerous times, as the hydrogen exploded due to small amounts of oxygen in the gas (!) ¡Ã‚ ¨ DWTMA. As technological barriers were worked through, wind turbines became increasingly complicated. One of the greatest developments was the use of aerofoils instead of angled blades. Aerofoils have the benefit of using lift to turn the blades in the same manner as an aircraft ¡Ã‚ ¦s wing rises on an air current. This type of blade replaced the older type, which relied upon drag, t... ...9, www.foe.co.uk Energy without end, Michael Flood, Friends of the Earth, London 1991 Green Futures, Magazine of Forum for the Future, Issues 6 1997- issue 11 1998, London Johnston, Bryan, 'Landscape effects leave wind power up in the air,' Planning 1084, 2.9.94. Milne, Roger, 'Renewables feel the draught,' Planning no. 1095, 18.11.94. Microsoft Encarta 1996 Encyclopaedia, www.msn.com Rothe, David, 'Renewable energy and rural development,' Town and Country Planning, March 1993. Review of the impacts of wind farms and other aerial structures upon birds, J Paul Gill, Mike Townsley & Greg P Mudge, Scottish National Heritage Review no.21, Perth UK, 1996 UK Power 99, McMillan- Scott PLC Publications, Cheshire December 1998 Wood, Peter & Wade-Smith, Richard, 'Welsh decision sets the wind farm scene', Planning 939, October  ¡Ã‚ ¥91. Wind Energy Conservation- from theory to practice- Proceedings of the 19th BWEA Conference (16-18 July  ¡Ã‚ ¦97), Edited by Ray Hunter, The British Wind Energy Association, Mechanical Engineering publications Ltd, London 1997 Wind Energy- Power for a sustainable future, British Wind Energy Association, London 1997, www.bwea.com

Reading Maketh a Full Man Essay

Did you know that there are nearly 800 million people around the world today who cannot read? All 320 of us can, but so many others can’t. And that’s when we realize just how important reading really is. Good morning, respected judges, teachers and dear friends. My name is Merlin Raphael and I’m here to talk about how reading makes a man. There was a time, without any screens, when reading was a popular leisure activity. People would spend hours reading and travelling to distant, exotic lands -in their minds, with only a leather bound book. But somewhere along the road, the passion to read is lost. And that’s just sad because reading offers a completely new life. Sir Francis Bacon, once said, and I quote, â€Å"Reading maketh a full man.† And he couldn’t be more correct. Reading involves a considerable level of concentration and thus, nurtures patience. Such an indulgence constantly elevates one’s vocabulary and knowledge. In fact, the habit can become a healthy addiction and helps us to stay in-touch with contemporary writers as well as those from the past. It also helps us to deal with issues of the modern world. Reading different types of texts make an even fuller man. What I mean is that he kind of knowledge you get from news articles is very different from reading stories. Being ignorant can be prevented with reading. It opens this huge wooden window and we finally start understanding other people and their lives. And a deeper awareness leads to tolerance and respect, creating a more civilized society. Furthermore, when one is caught up in a book, one comes across an array of emotions and somewhere in the middle; we find the sheer happiness of the reader. Lack of reading in one’s life can hinder gaining new knowledge, professional growth and the pure pleasure of reading. After all, no reading might even disturb one’s integrity. According to Confucius, we must find time for reading or surrender to â€Å"self-chosen ignorance†. You guys, reading is not merely a process of examining and understanding a text. There is a certain aura of finesse around one who reads. If a person can obtain so much from it, I think it’s safe to say that reading make a man.

A regular turn in American sign language Essay

In the next example, the Professor is suggesting that the next step is to separate portions of the Student’s narrative into chunks. She explains that narrative chunks in spoken languages are detected through linguistic cues, such as rhythm, intonation, and discourse markers (Chafe 1982). She concludes by saying that she does not know if ASL has these cues or if there are other kinds of cues. Her final remark, Ð ° rhetorical question, is interpreted into ASL as Ð ° direct question: Does ASL has cues? The Student immediately responds, â€Å"YES† The Professor’s delay at hearing Ð ° response is minimal, less than Ð ° half second. The briefness of this delay accounts for the illusion that the speakers are almost talking to each other, Because the Student begins to respond in ASL by the second potential turn transition, the exchange between Professor, Student, and Interpreter occurs seemingly naturally within Ð ° brief time span and without problems. That primary speakers are responding to the Interpreter in terms of the norms of their own language is also demonstrated by their nonverbal behavior. Both speaker’s nod their heads, smile and silently laugh, and make other gestures at moments that co-occur with utterances they understand in their own languages. For example, later in the meeting when the Professor learns that the Student will be going to another city to give Ð ° speech, she smiles and nods, but these expressions occur after she hears the interpretation in English, not after the Student says it in ASL. one wonders, then, whether the Student understands, intuitively or not, that the nonverbal information he sees the Professor engage in at that moment is attached to what he said moments ago noted that when people speak the same language, they know what facial signals go with what words and so can interpret the combination of the two signals. But when we interact with people who speak another language, any speaker might observe another speaker’s body and facial cues but most likely cannot associate these cues with their exact words, sentence, or meanings. In this section І have demonstrated how the Student and the Professor take turns at potential transition moments within their own language, and thus, with the Interpreter. Regular turns occur naturally in face-to-face interaction, and they also occur naturally in interpreting. The participants, the discourse, and the moment combine (McDermott and Tylbor [1983] call this â€Å"collusion†) to create interactional harmony whereby Ð ° turn happens successfully and comfortably. In regular turns, then, the Interpreter is an active participant who constructed equivalent responses in terms of message content and also in terms of potential turn transition. Knowing when and how to signal turns or pauses is discourse knowledge and an indication of communicative competence. Creating Turns From studies of no interpreted conversations, we know that speakers do not take turns or continue their turns only because they recognize Ð ° transition moment or Ð ° specific syntactic unit that allows for exchange. Bennett (1981) suggests that the structural regularities in discourse and Ð ° participant’s understandings of the thematic flow of the discourse make turn units â€Å"considerably more flexible† (emphasis his) than the notion of turns created solely from structural surface signals. Within conversations, participants create themes which unfold, diverge, and reconverge as the talk proceeds (Bennett 1981). Themes comprised of individual and shared motives, feelings about the subject, and the meanings that are uttered direct conversational contributions Turns, then, also come about through participants’ intuitive sense of â€Å"now† being the right moment to speak, or take Ð ° turn. After playing back the videotape of the meeting once, І asked the participants to focus on turn-taking. І asked them to recall, if they could, their motives and feelings around their turns, and why, in some places, they chose to speak. Predictably, their own reasons for taking Ð ° turn or continuing Ð ° turn were based in large part on their own sense of participation in the conversation and from Ð ° sense of wanting either to contribute to Ð ° theme or, in one case, to stop Ð ° theme. These developments are not predictable but are Ð ° part of conversational behavior. Moreover, the ways in which the interlocutors contribute to the flow constitutes an emerging pattern of conversational style (Tannen 1984). For example, at one point in the meeting, the Professor began to talk even though she could hear an interpretation. During her interview, І asked the Professor about this segment. Her response was, â€Å"І probably just decided it [the Student’s talk] was enough. І didn’t especially want to hear the answer now. І just wanted to set it as Ð ° topic that would be interesting for him to think about and report on during the semester. † The Professor began to talk from her own sense of the direction of the conversation and her desire to have the Student think about the topic and not initiate Ð ° longer discussion at present. To steer the conversation in Ð ° different direction and perhaps head off Ð ° lengthy discussion, she took Ð ° turn from her own sense of needing to alter the theme of the conversation, not from Ð ° surface syntactic signal. In another example, at the beginning of the meeting, the Student was looking at the Interpreter because the Interpreter was signing, and then he turned away from the Interpreter and looked toward the Professor and the telephone and answering machine. He began to talk while the Interpreter was still interpreting, not at Ð ° potential transition moment in ASL. His turn, too, has to be motivated by reasons other than an approaching grammatical unit or paralinguistic signal. When asked why he stopped watching the Interpreter and began to speak, the Student replied, â€Å"І knew where [the Interpreter] was going; І could sense the way his sentence would end. І wanted to see what she was doing to make the phone stop ringing. † (This he had learned from what the Professor had just said. ) Discourse knowledge, real world knowledge, Ð ° sense of conversational direction, speaker intention, and many other factors motivate speakers to take turns. Although interpreters cannot always predict when Ð ° speaker will talk, they can become accustomed to the possibilities of change and that turns can occur at the least likely moments, or rather, at any moment. Primary participants are actively involved in creating and responding to turns, and, for all intents and purposes, make arbitrary decisions which must be managed by an interpreter. More significantly, these examples demonstrate that primary participants are active in the emerging nature and flow of talk as the interpreter directs and coordinates the exchange.

Major General Winfield Scott Hancock - Biography

Major General Winfield Scott Hancock - Biography Winfield Scott Hancock - Early Life Career: Winfield Scott Hancock and his identical twin, Hilary Baker Hancock, were born February 14, 1824 at Montgomery Square, PA, just northwest of Philadelphia. The son of school teacher, and later lawyer, Benjamin Franklin Hancock, he was named for noted War of 1812 commander Winfield Scott. Educated locally, Hancock received an appointment to West Point in 1840 with the aid of Congressman Joseph Fornance. A pedestrian student, Hancock graduated in 1844 ranked 18th in a class of 25. This academic performance earned him an assignment to the infantry and was commissioned as a brevet second lieutenant. Winfield Scott Hancock - In Mexico: Ordered to join the 6th US Infantry, Hancock saw duty in the Red River Valley. With the outbreak of the Mexican-American War in 1846, he received orders to oversee recruiting efforts in Kentucky. Successfully fulfilling his assignment, he continually requested permission to join his unit at the front. This was granted and he rejoined the 6th Infantry at Puebla, Mexico in July 1847. Marching as part of his namesakes army, Hancock first saw combat at Contreras and Churubusco in late August. Distinguishing himself, he earned a brevet promotion to first lieutenant. Wounded in the knee during the latter action, he was able to lead his men during the Battle of Molino del Rey on September 8 but soon was overcome by fever. This prevented him from taking part in the Battle of Chapultepec and capture of Mexico City. Recovering, Hancock remained in Mexico with his regiment until the signing of the Treaty of Guadalupe Hidalgo in early 1848. With the end of the conflict, Hancock returned to the United States and saw peacetime duty at Fort Snelling, MN and St. Louis, MO. While in St. Louis, he met and married Almira Russell (m. January 24, 1850). Winfield Scott Hancock - Antebellum Service: Promoted to captain in 1855, he received orders to serve as the quartermaster at Fort Myers, FL. In this role he supported US Army actions during the Third Seminole War, but did not take part in the fighting. As operations wound down in Florida, Hancock was transferred to Fort Leavenworth, KS where he aided in combating partisan fighting during the Bleeding Kansas crisis. After a brief period in Utah, Hancock was ordered to southern California in November 1858. Arriving there, he served as assistant quartermaster under future Confederate commander Brigadier General Albert Sidney Johnston. Winfield Scott Hancock - The Civil War: An avowed Democrat, Hancock befriended many Southern officers while in California, including Captain Lewis A. Armistead of Virginia. Though he did not initially support the Republican policies of newly-elected President Abraham Lincoln, Hancock remained with the Union Army at the beginning of the Civil War as he felt that the Union should be preserved. Bidding goodbye to his southern friends as they left to join the Confederate Army, Hancock travelled east and initially was given quartermaster duties in Washington, DC. Winfield Scott Hancock - A Rising Star: This assignment was short-lived as he was promoted to brigadier general of volunteers on September 23, 1861. Assigned to the newly formed Army of the Potomac, he received command of a brigade in Brigadier General William F. Baldy Smiths division. Moving south in the spring of 1862, Hancock saw service during Major General George B. McClellans Peninsula Campaign. An aggressive and active commander, Hancock mounted a critical counterattack during the Battle of Williamsburg on May 5. Though McClellan failed to capitalize on Hancocks success, the Union commander informed Washington that Hancock was superb today. Seized upon by the press, this quote earned Hancock his nickname Hancock the Superb. After taking part in the Union defeats during the Seven Days Battles that summer, Hancock next saw action at the Battle of Antietam on September 17. Forced to take command of the division after the wounding Major General Israel B. Richardson, he oversaw some of the fighting along the Bloody Lane. Though his men wished to attack, Hancock held his position due to orders from McClellan. Promoted to major general on November 29, he led the First Division, II Corps against Maryes Heights at the Battle of Fredericksburg. Winfield Scott Hancock - At Gettysburg: The following spring, Hancocks division helped cover the withdrawal of the army after Major General Joseph Hookers defeat at the Battle of Chancellorsville. In the wake of the battle, the II Corps commander, Major General Darius Couch, left the army in protest of Hookers actions. As a result, Hancock was elevated to lead II Corps on May 22, 1863. Moving north with the army in pursuit of General Robert E. Lees Army of Northern Virginia, Hancock was called into action on July 1 with the opening of the Battle of Gettysburg. When Major General John Reynolds was killed early in the fighting, new army commander Major General George G. Meade sent Hancock ahead to Gettysburg to take command of the situation on the field. Arriving, he took control of Union forces after a brief squabble with the more senior Major General Oliver O. Howard. Asserting his orders from Meade, he made the decision to fight at Gettysburg and organized Union defenses around Cemetery Hill. Relieved by Meade that night, Hancocks II Corps assumed a position on Cemetery Ridge in the center of the Union line. The next day, with both Union flanks under attack, Hancock dispatched II Corps units to aid in the defense. On July 3, Hancocks position was the focus of Picketts Charge (Longstreets Assault). During the artillery bombardment that preceded the Confederate attack, Hancock brazenly rode along his lines encouraging his men. In the course of the subsequent attack, Hancock was wounded in the thigh and his good friend Lewis Armistead was mortally wounded when his brigade was turned back by II Corps. Bandaging the wound, Hancock remained on the field for the rest of the fighting. Winfield Scott Hancock - Later War: Though he largely recovered over the winter, the wound plagued him for the remainder of the conflict. Returning to the Army of the Potomac in the spring of 1864, he took part in Lieutenant General Ulysses S. Grants Overland Campaign seeing action at Wilderness, Spotsylvania, and Cold Harbor. Arriving at Petersburg in June, Hancock missed a key opportunity to take the city when he deferred to Baldy Smith, whose men had been fighting in the area all day, and did not immediately assault the Confederate lines. During the Siege of Petersburg, Hancocks men took part in numerous operations including fighting at Deep Bottom in late July. On August 25, he was beaten badly at Reams Station, but recovered to win the Battle of Boydton Plank Road in October. Plagued by his Gettysburg injury, Hancock was forced to give up field command the following month and moved through a series of ceremonial, recruiting, and administrative posts for the remainder of the war. Winfield Scott Hancock - Presidential Candidate: After supervising the execution of the Lincoln assassination conspirators in July 1865, Hancock briefly commanded US Army forces on the Plains before President Andrew Johnson directed him to oversee Reconstruction in the 5th Military District. As a Democrat, he followed a softer line in regard to the South than his Republican counterparts elevating his status in the party. With the election of Grant (a Republican) in 1868, Hancock was moved to the Department of Dakota and Department of the Atlantic in an effort to keep him away from the South. In 1880, Hancock was selected by the Democrats to run for president. Squaring off against James A. Garfield, he narrowly lost with the popular vote being the closest in history (4,454,416-4,444,952). Following the defeat, he returned to his military assignment. Hancock died at New York on February 9, 1886 and was buried at Montgomery Cemetery in near Norristown, PA.

Introduction to the Major Laws of Physics

Introduction to the Major Laws of Physics Over the years, one thing scientists have discovered is that nature is generally more complex than we give it credit for. The laws of physics are considered fundamental, although many of them refer to idealized or theoretical systems that are hard to replicate in the real world. Like other fields of science, new laws of physics build on or modify existing laws and theoretical research. Albert Einsteins  theory of relativity, which he developed in the early 1900s, builds on the theories first developed more than 200 years earlier by Sir Isaac Newton. Law of Universal Gravitation Sir  Isaac Newtons groundbreaking work in physics was first published in 1687 in his book The Mathematical Principles of Natural Philosophy, commonly known as The Principia. In it, he outlined theories about gravity and of motion. His physical law of gravity states that an object attracts another object in direct proportion to their combined mass and inversely related to the square of the distance between them. Three Laws of Motion Newtons  three laws of motion, also found in The Principia, govern how the motion of physical objects change. They define the fundamental relationship between the acceleration of an object and the forces acting upon it. First Rule: An object will remain at rest or in a  uniform state of motion unless that state is changed by an external force.  Second Rule:  Force  is  equal to the change in  momentum  (mass times velocity) over time. In other words, the rate of change is directly proportional to the amount of force applied.  Third Rule: For every action in nature there is an equal and opposite reaction.   Together, these three principles that Newton outlined form the basis of classical mechanics, which describes how bodies behave physically under the influence of outside forces. Conservation of Mass and Energy Albert Einstein introduced his famous equation E mc2 in a 1905 journal submission titled, On the Electrodynamics of Moving Bodies. The paper presented his theory of special relativity, based on two postulates: Principle of Relativity: The laws of physics are the same for all inertial reference frames.  Principle of Constancy of the Speed of Light: Light always propagates through a vacuum at a definite velocity, which is independent of the state of motion of the emitting body. The first principle simply says that the laws of physics apply equally to everyone in all situations. The second principle is the more important one. It stipulates that the  speed of light  in a vacuum is constant. Unlike all other forms of motion, it is not measured differently for observers in different inertial frames of reference. Laws of Thermodynamics The  laws of thermodynamics  are actually specific manifestations of the law of conservation of mass-energy as it relates to thermodynamic processes. The field was first explored in the 1650s by  Otto von Guericke  in Germany and  Robert Boyle  and  Robert Hooke  in Britain. All three scientists used vacuum pumps, which von Guericke pioneered, to study the principles of  pressure,  temperature, and  volume. The  Zeroeth Law of Thermodynamics  makes the notion of  temperature  possible.The  First Law of Thermodynamics  demonstrates the relationship between internal energy, added heat, and work within a system.The  Second Law of Thermodynamics  relates to the natural flow of heat within a  closed system.The  Third Law of Thermodynamics  states that it is impossible to create a  thermodynamic process  that is perfectly efficient. Electrostatic Laws Two laws of physics govern the relationship between electrically charged particles and their ability to create electrostatic force  and electrostatic fields.   Coulombs Law is named for Charles-Augustin Coulomb, a French researcher working in the 1700s. The force between two point charges is directly proportional to the magnitude of each charge and  inversely proportional to the square of the distance between their centers. If the objects have the same charge, positive or negative, they will repel each other. If they have opposite charges, they will attract each other.Gausss Law is named for  Carl Friedrich Gauss, a German mathematician  who worked in the early 19th century. This law states that  the net flow of an electric field through a closed surface is proportional to the enclosed electric charge. Gauss proposed similar laws relating to magnetism and electromagnetism as a whole. Beyond Basic Physics In the realm of relativity and quantum mechanics, scientists have found that these laws still apply, although their interpretation requires some refinement to be applied, resulting in fields such as quantum electronics and quantum gravity.

The management of financial risks in the telecom industry Essay

The management of financial risks in the telecom industry - Essay Example To study the financial risks of telecom industries, we will also introduce information regarding telecom sectors from countries such as India, China, and Philippines and so on to give an enhanced overview of existing practices. In this dissertation proposal, we will adequately sum up the reasons for this research, why it is significant, what methodology needs to be adopted, how information will be obtained and so on. As mentioned in the abstract, the purpose of this dissertation proposal is to study financial risk management in the existing telecom industry. Today, telecommunication is widespread and devices such as telephones, radios, internet, instant messaging and so on facilitate the process of communication. By definition, financial risk management means the process of identifying, evaluating and reducing financial risks. The telecommunication industry suffers from a number of problems such as market saturation2, financial recession, growing consumer prospects and so on. ... Moreover, certain external factors such as natural disasters and terrorist attacks, cross-border transactions, development of new markets and so on have added to the existing risks in the telecommunication industry paving the way for greater financial risk management. To gain a better perspective of financial risk management, let us consider some theories. Financial risk management3 becomes essential when an organisation desires an increase in its shareholders value by taking on a viable project. However, organisations alone, cannot hedge a risk correctly when the cost of the services or product is similar in the existing market and the market where the organisation desires expansion. For this purpose, these organisations require outside help in terms of financial risk management. Derivatives4 are commonly used in financial risk management as tools through which specific risks can be gauged effectively and accurately. Some of these derivativesi include swaps or forward contracts that tend to be costly; while others include trade on future exchanges that tend to be cost efficient but leave certain risks. Proposed methods As stated earlier, the purpose of this dissertation proposal is to study financial risk management in the existing telecom industry. In order to complete an efficient study of the project, the research will comprise of the following stages; a detailed literary search, anthology of a bibliography, drafting the literary review, designing the research instrument, revising, planning and organising the research, making a glossary of the bibliography, scheduling, conducting a research, collating and analysing the data generated by different agencies on a regular basis, writing the results and analysis, writing the full draft,

Advertising Campaign among the United Kingdom and Italy Essay

Advertising Campaign among the United Kingdom and Italy - Essay Example As pointed by De Mooij and Keegan (3), advertising culture includes personality, cognition, expression, and emotion, which are all influential in shaping consumer behavior. To be successful advertisers are required to know the similarities as well as the differences of consumers in diverse cultural (3).Cross cultural communication solutions are critical to effective cross cultural advertising for any country, including the United Kingdom and Italy. Services and products are usually designed and marketed at a domestic audience. When a product is then marketed at an international audience the same domestic advertising campaign abroad will in most cases be ineffective.The essence of shock advertising is convincing people that a product is meant for them and shock advertising are all about morality. They usually involve sniffing out, simply for the sake of provocation, the ripest cultural taboo. By purchasing it, they will receive some benefit, whether it be lifestyle, status, convenienc e or financial. However, when an advertising campaign is taken abroad different values and perceptions as to what enhances status or gives convenience exist. These differences make the original advertising campaign defunct. It is therefore critical to any cultural advertising campaign that an understanding of a particular culture is acquired. The problems of communicating to people in diverse culture are one of the great creative challenges in advertising. Communication is more difficult because cultural factors largely determine the way various phenomena are perceived. Its perceptual framework is different; perception of the message itself differs. So, there are some shock advertising features in adapting from culture to culture. In Italy and in the UK shock advertising feeds on the market's inclination to reward the unconventional and take advantage of the media's shifting stand on of public sensibilities. 2. The differences and similarities in the using of Shock advertising. Some brands use shock tactics in advertising to break through ad clutter and make people take notice. The question is whether these shock tactics work or whether they just upset people. Benetton and Barnardo, Calvin Klein and FCUK have all been challenged for being too shocking. Benetton (Italy), its first steps in shock advertising were connected with "multi-racial" theme, the idea of colors, they showed a group, made up of people with different colored skin.(Appendix 1) "It was fantastic, so exhilarating to show the products in such a new and simple way." (13) Then the company uses attitudinal and unconventional advertising to mix political and social issues with their ad messages in their campaigns. There was a genuine interest in human rights and other socially conscious causes: "The purpose of advertising is not to sell more. It's to do with institutional publicity, whose aim is to communicate the company's values. We need to convey a single strong image, which can be shared anywhere in the world."(13) So, Benetton's advertising draws public attention to universal themes. The shocking photographs of Benetton's immaterial advertising had no parallel whatsoever in its material offerings. Not in its brightly colored shirts, not in the atmosphere of its stores and not in its point-of-purchase materials. Sure this contrast was shocking too, but it was shock for the sake of shock (and an immediate cash flow). Sooner or later the initial rush was

Marketing Exam Question (Marketing Mix) Essay Example | Topics and Well Written Essays - 750 words

Marketing Exam Question (Marketing Mix) - Essay Example So what is market segmentation? Consumers differ and they â€Å"place differing degrees of importance on the individual elements of the marketing mix.† â€Å"They differ not only in the price they will pay, but in a wide range of benefits they expect from the product and its method of delivery. As a result, the market becomes split into several segments.† (SBDC, 2005) SBDC, (2005) argued that understanding the concept of segmentation is central to marketing because each different customer group will require a different marketing mix strategy and that each segment will offer differing growth and profit opportunities so the trick is to deliver the best offer to the best segment. Assuming now that there is market segmentation, it is now easier to answer the question how to have differential advantage. SBDC, 2005 advised saying: â€Å"Differential advantage can be obtained via almost any element of the marketing mix - creating a superior product, more attractive designs, better service, more effective distribution, better advertising and so on. These are actually the three P’s which include the Product (creating a superior product, more attractive designs, better service), Place (more effective distribution) and Promotion (better advertising) The key is to understand that the advantage must be based on research into what customers really value and that the differential is developed after due consideration of competitive strategies and offers. (Emphasis supplied). With the three P’s strategically combined, the fourth P, which is Price, would be easier to handle. In fact the purpose of the differential advantage is to avoid mere competition based on price, because the customers look at the four P’s as four C’s. These four C’s include cost to the customer for price, convenience for place, communication for promotion and customer needs and wants for product. It must be noted that knowing what

The goal of the critically reflective teacher

The goal of the critically reflective teacher Ben Miller, writing about Stephen Brookfield, said that for Brookfield, the goal of the critically reflective teacher is to garner an increased awareness of his or her teaching from as many different vantage points as possible ((Miller 2010). I have chosen Brookfield as a model for self evaluation, as I believe, like Brookfield, in the value of the many different vantage points. That is not to devalue other models which encourage self reflection, and particularly where self reflection leads to action, but I believe using Brookfields four lenses, the autobiographical or self lens, the student lens, the peer lens, and the theoretical lens, can provide teachers with a more balanced view of themselves and their role. This is apparent in the DTLLS course that I am following (University of Warwick 2009). I can see Brookfield in the way in which tutors are encouraged to use different lenses through which to view their teaching, reflect and act on reflection. When this is a continuous process, it provides a good model for continuing professional development. For example, being alert for trigger incidents, and reflecting on how these affect teaching uses the autobiographical lens, as does reflection on observed sessions, before and after feedback; engaging with student feedback to gain insight into their viewpoint uses the student lens; carrying out and reflecting on peer observations and discussions with a mentor relates to the peer lens; and reference throughout to underpinning theories provides a theoretical lens. Brookfield also states (Brookfield 1995), that we become critically reflective by hunting assumptions. Assumptions are the taken for granted beliefs about the world, and our place within it. Reflecting on trigger incidents can often provide a starting point for hunting assumptions (Brookfield 1995). One of my trigger incidents led me to question my assumption that all ESOL learners aspire to speaking English like native speakers. After spending time helping a learner with some writing, I began to appreciate that for some learners, it was important to know how native speakers use the language, but then to be able to make an informed choice, which might be a wish to keep a sense of cultural identity or individuality through use of accent, words or phrases which might not be what we would expect from a native English speaker. Brookfield distinguishes between three categories of assumptions paradigmatic, prescriptive, and causal. Paradigmatic are the structuring assumptions, the conceptual framework one uses to order the world into fundamental categories à ¢Ã¢â€š ¬Ã‚ ¦ The facts as we know them to be true. He goes on to say that paradigmatic assumptions are examined critically only after a great deal of resistance to doing this. (Brookfield 1995) Prescriptive assumptions are about what we think ought to happen in certain situations, how teachers should act, and what good teaching practice is. Causal assumptions include our understanding of causal relationships. An example of a paradigmatic assumption given by Brookfield is to assume that all adults are self-directed learners but as Brookfield says, students can only make informed choices about what they need to know, how they can know it, and how they can know that they know it, on the basis of as full as possible an understanding of the learning terrain they are being asked to explore (Brookfield 1995). In an ESOL classroom where learners may not have the language to express what they want, or even the concept of what they need, or as one learner put it everybody has different ideas, which are difficult to accommodate within a group teaching session, one might want to question this assumption, as Brookfield did. Following this train of thought, current practice places much emphasis on negotiated learning plans and measurable learning goals, which implies the same assumption. But how can it be assumed that this is the right approach for all learners in all situations unless, using an institutional lens, it is seen in the light of providing organizations with a tool with which to measure achievement, which can be passed on to funders and stakeholders. Reflection on this was one reason I chose to look further into meaningful individual learning goals for my Action Research project. The very different assumption that all learning should be learner centred I find more difficult to question. For example, many students are in the situation of having limited funding and therefore limited time to study ESOL because of the need to find work, and therefore learning strategies for learning which can help them to continue to learn once they have left the class might be important for them, but they might not be able to express that need. Meeting such a need would be learner centred, but would not assume that learners were self directed, and achievement of such a need would be difficult to measure. Again using Brookfields example, a prescriptive assumption might be that good teachers are those who encourage self directed learning, and a causal assumption that if learners have negotiated individual learning plans and learning goals they will become more self directed. This might, in light of the above, lead one to think about what Brookfield refers to as hegemonic assumptions or erroneous assumptions the assumptions that seem to make our teaching lives easier, but are counterproductive in the long run (Brookfield 1995). From my own experience in the classroom, I have made erroneous assumptions regarding the abilities of pre literate learners in areas other than literacy, such as numeracy, which have sent me searching for information as to how being pre literate affects all areas of life, and also to use the peer lens by observing a tutor who is very experienced in teaching pre entry, pre literate learners, in addition to the theoretical lens. To try to step into the shoes of pre literate learners I find extremely difficulty, and full of surprises. I observed one learner who is not literate in her first language in an informal knit and natter group, where learners of all levels meet, knit and talk together. This learner wanted to knit a babys jacket, and learned to do so by shadowing another person while she knitted. On completion of the jacket, she immediately pulled it out and started again while it was fresh in her mind so that she would remember how to do it. On reflection, this is how I learned to bake as a child, and how many people arrive in this country, skilled in trades but without qualifications to match their skills, or hope of achieving these in the short term, as qualifications demand a high level of literacy. I have also observed this same student, trying to understand what someone is saying to her in English. She unconsciously repeats key words out loud, which appears to help her understanding, shadowing with words as she does with knitting. If shadowing is a learning strategy used by pre literate learners, I should be thinking about how to nurture it in the ESOL classroom. It would perhaps provide a rationale for using methods such as language experience as well as phonetics for teaching basic literacy. I find this an interesting area, and as part of my action plan, would like to look at research on this subject, to learn more and also whether and how my observations fit in with the research. Once hunting assumptions becomes part of reflective practice, the questioning of these will lead teachers to see the need to provide themselves with a rationale for all aspects of their teaching, from setting goals, to learning objectives to decisions about methods and activities. Again this relates to our DTLLS course, which asks for a rationale to be provided for observed sessions. As this thinking becomes part of a teachers day to day practice, it forces the questioning of assumptions. To enable teachers to provide a rationale behind their practice and to increase the probability that teachers will take informed action are among Brookfields reasons for critical reflection, as is To enliven the classroom by making it challenging, interesting and stimulating for students(King and Hibbison 2000) The latter seems to imply that teachers must be responsive. Brookfield also uses the phrase democratic learning environment (King and Hibbison 2000) to refer to a classroom in which all learners have a voice. If responsiveness and democracy are looked at in the light of Donald Schons notion of reflection in action or thinking on your feet (Smith 2001, updated 2009), Schon and Brookfield are not unrelated. I gave an example in one of my trigger incidents of a session in a pre entry class where two learners had been very upset about circumstances outside the classroom, and their problems had been met with interest and empathy from the rest of the class, which led to a session on language to express feelings e.g. worried/worried about etc. This was reflection in action, relating to what was important for those learners at that time, but also looking through Brookfields student lens and helping them to express what they wanted to say. Further, it took account of the holistic nature of teaching, and I was able afterwards to relate my response to findings of NRDC research into effective teaching and learning (Baynham et al 2007) which cites examples of where learners have brought the outside in to learning and this has been used effectively. Thus using Brookfields theoretical lens to support my actions, but also relating back to Schons notion of reflection in action. However, I have also experienced a less successful example of bringing the outside in when I felt that a lesson was becoming unfocused because the topic that came up, planning a trip, needed more thought and some resources. I decided to abandon the outside in and bring the learners back to the original lesson plan. My reflection on action involved a recognition that I had not been able, at the time, to produce a clear way forward, and that in such a situation, a potentially interesting topic might be better postponed for another session to allow for more careful thought and planning in order to optimise learning opportunities. Donald Schon refers to reflection in action as what happens when faced with an uncertain or unique situation, and reflection on action as what happens afterwards, reflecting on why we did what we did. Reflection in action depends upon building up experiences and ideas that can be drawn upon. In the case of the two incidents mentioned above, in which one worked as a spontaneous change of direction, and one did not, this lead to reflection on action which in turn added to my repertoire of experience and will hopefully enable me to react more appropriately next time. The unfamiliar becomes familiar and can act as a precedent when reflection in action is linked to reflection on action (Smith 2001, updated 2009). Schons reflection on action would allow for the inclusion of different vantage points, for example, discussions with supervisors or peers, but does not explicitly state this, as I think Brookfield is helpful in doing. Also, Brookfields notion of questioning assumptions, which forces teachers not only to provide a rationale for their teaching, but also question the rationale behind institutional processes and decision making, does not come into Schons model. While acknowledging the value of Schons model of reflective practice, I found I preferred that of Stephen Brookfield, and I chose to carry out my self evaluation with reference to Brookfields four critical lenses, using this to develop my action plan (appendix 1). Using Brookfields autobiographical, or self, lens to reflect on the two incidents described above which relate to my own teaching, I have put in my action plan to be sensitive to opportunities for bringing the outside in, but also to recognise when this is better postponed to allow for more careful thought and planning Being sensitive to opportunities for bringing the outside into the classroom also involves the student lens and will allow for a more holistic approach, connecting learners lives with their learning, and providing meaningful contexts, as well as a supportive learning atmosphere. My observation feedback enabled me to use the self lens to reflect on some strengths, and also on areas for improvement. I had recognized a need to embed numeracy into ESOL, particularly for pre literate, pre numerate learners, but my inexperience in this area had led me to pitch the numeracy element too high. Reflection on what pre numeracy really meant for pre literate learners allowed me to take a step back and look at activities relating to language, which could also help numeracy skills. This would go into my action plan as introducing activities which involve skills which are transferable between language and numeracy such as sequencing, handling money, measuring, singular and plural etc. and a search for literature around the effects of no first language literacy and no previous formal education on all areas of life and learning. My observation feedback also picked up on the lack of a plenary at the end of my observed session, which led to reflection on how this could also be used as a way of developing organizational skills in students and highlighting organizing learning as a learning strategy. My action plan will include encouraging learners to keep a diary of what they have learnt, to complete at the end of each session and to observe the effect on learners of organization as a learning strategy. This diary will also form part of my Action Research as it will be linked to learning goals. Using Brookfields student lens, I have incorporated into the plenary diary a space for learners comments. Part of my action plan will be to reflect on, and if necessary, act on this feedback. Peer observations and discussions with peers brought in Brookfields peer lens. I carried out three peer observations during which I focussed on activities for pre literate learners, family learning numeracy fun with numbers, and, following a discussion with a tutor who I know to be very organized, organizational skills and the effect of these on learners. Following my observation and reflection I have included in my action plan a need to build up a bank of good quality resources for pre entry learners that can be used in different ways and in more than one session, for example, the tutor I observed had cards with pictures of symptoms and cards with matching words. She used these to play a team game of pelmanism using blu tack and the whiteboard. These same cards could be used as flashcards to introduce vocabulary, in games such as pelmanism to aid memory and word recognition, to practice alphabetical order, to stimulate role play, as a card game to practice Ive got.. and Have you go tà ¢Ã¢â€š ¬Ã‚ ¦ etc. From the family learning numeracy session I took away ideas to use with pre entry learners to help them both in class by creating activities, and outside class using these activities to play with their children. Extending this idea of taking the inside out, I have also organized a separate reading group session in the central library in collaboration with the librarian who, every three weeks, provides space, tea and coffee. This is for all levels, but for pre entry, encourages them to use the library, and look at picture books, which they can take home and read with their children. Also in my action plan will be to continue with peer observation after the course has finished as a useful way of continuing my own professional development both by learning from others and by getting feedback on my teaching. Finally, using Brookfields theoretical lens. I refer earlier in this assignment to NRDC Effective Teaching and Learning ESOL which reports on the findings of researchers working with ESOL tutors. These findings are very much about the effectiveness of using meaningful contexts for teaching, and also about a project involving learners bringing the outside into the classroom, which the tutor used as a context for further sessions. I find this piece of research has changed the way I teach in that I now enjoy using what learners bring into the classroom when it is of interest to others in the class. Sometimes this can change the direction of a whole session, as mentioned earlier, sometimes it can be just a few minutes of someone telling a story and others asking questions, sometimes it provides material for another session. Referring to this research has given me confidence to move away from a planned session if it seems appropriate and interesting. Another piece of writing I have found useful is Scott Thornburys book Uncovering Grammar (Thornbury 2005), particularly dealing with interlanguage, and referring to the idea that language is not learnt in a straight line, which has caused me again to question the value of setting measurable goals for ESOL learners. The activities in Scott Thornburys book for noticing grammar and making learners aware of the gaps between where they are and where they want, or need, to be, fit in well with the NRDC research findings on the effectiveness of providing a meaningful context (Baynham et al 2007). Using learners experience as a context is a good starting point for this awareness raising. I would like to continue to look for interesting ideas to try out in my teaching, and theories, which might support what I am doing, as I believe this will give me increased confidence in the classroom. In my action plan I have written that I will subscribe to a journal, which I find has useful articles and book reviews. I would also like to use the internet to look for articles on pre literate ESOL learners, and what effect this has on other areas such as numeracy, memory, interpreting pictures, learning strategies etc. to gain a better understanding which will help me in my teaching at this level. Before concluding this assignment, I would like to mention one more critical incident which I witnessed recently. The incident happened in a mixed class when a muslim woman, allowed her scarf to slip off her head as she was absorbed in her work. A young man from Afghanistan who had very recently arrived in the UK shouted at the woman in a language they both understood, and she reacted by tightening the scarf round her head to cover her hair. This made me think back to Brookfields idea of a democratic environment and to reflect on the difficulty of maintaining this when there are such culturally strong power relationships. I concluded that to Brookfields lenses, I would need to add a cultural lens in order to see the incident both through the eyes of the young man, and the women, and in order to reflect on my own reaction to the incident, and my own assumptions about gender relationships. I later had an interesting discussion with a higher level group who are mostly muslim on this inc ident. Culture comes into the ESOL classroom in many different ways, and used sensitively, can be a valuable resource. For this assignment I chose to use Stephen Brookfield as a model of reflective practice and self assessed using his four critically reflective lenses. However I also referred to Donald Schon and his idea of reflection in action and reflection on action. I found that, although there are differences between the two models, such as Brookfields use of four lenses which play an almost equally important role, while Schon uses the self first and foremost; and also Brookfields questioning of assumptions which do not come into Schons model, I found it useful to be aware of both. While Stephen Brookfields model of reflective practice is my preferred one, I can see that there are times when I will use Donald Schons model. Schon also includes the idea of a spiral of reflection, where reflection in action and reflection on action lead to change, and reflection on that change. As with teaching where the teacher will not use just one method, but pick and choose from many, so with reflective practice, there will be times when one model appeals more than another, or enhances another. As teachers are involved in continuous professional development, there will be opportunities to be eclectic. Wordcount 3,372

Interview Essay - John Tymkiw -- Interview Essays

Interview Essay - John Tymkiw John Tymkiw was born in the Ukraine on June 10, 1913. WWI broke out a year after he was born, and he lived through the Depression while Hitler and Stalin were fighting. When the Ukraine was signed over to Russian rule, many left, but John stayed and ran a cooperative association supply company. He came to America in 1951, through a sponsor in Chicago and then traveled to California in 1957. He was married in 1962, and had no children of his own, but had two-step children. He continued his life working in machinery and carpentry. He now lives alone in his condo in Laguna Woods, surrounded by his artwork and accomplishments. John defines happiness as a feeling that does not have anything to do with possession. "It is all mental and spiritual," he says. When John was younger, he believed that the more he had, the happier he was, but now he understands that the material things have nothing to do with happiness. John knows he is happy because he has freedom. He is satisfied with the fact that he is free of pressure, worries, and stress. He feels that there is really nothing for him to turn to when he is unhappy, so he learns to deal with whatever may be bothering him. The only things that upset him are the outside forces that he has no control over. Before John started to lose his vision in January, he used to be a very active person. He kept busy as an artist. He painted porcelain sculptures and stained glass, and made stone pictures. He also loved to dance. When asked what makes him unhappy, he replied that the declining morality around the globe bothered him. He feels that there is a lack of justice. He doesn't understand how people can take advantage of other people. He feels that there is t... ...It was extremely difficult for him to find work. The social changes that John has seen which have affected his happiness include the decline in morality. He feels as if he has no way of fighting these changes in our society, so he has had to adapt himself quietly and take everything as it comes. John is pleased with himself, and feels that there is nothing that can be changed. He is old enough to distinguish between good and bad, and he is a strong believer in his religion. He says that for fifty years, he did not feel as if he belongs in America, and now he still isn't sure, but he is happy. The advice that John gives for being happy is not to think that the material things will make you happy, and to manage your life according to God's laws. That is the sure way to finding happiness. His philosophy on life is that following God will lead you to happiness. Interview Essay - John Tymkiw -- Interview Essays Interview Essay - John Tymkiw John Tymkiw was born in the Ukraine on June 10, 1913. WWI broke out a year after he was born, and he lived through the Depression while Hitler and Stalin were fighting. When the Ukraine was signed over to Russian rule, many left, but John stayed and ran a cooperative association supply company. He came to America in 1951, through a sponsor in Chicago and then traveled to California in 1957. He was married in 1962, and had no children of his own, but had two-step children. He continued his life working in machinery and carpentry. He now lives alone in his condo in Laguna Woods, surrounded by his artwork and accomplishments. John defines happiness as a feeling that does not have anything to do with possession. "It is all mental and spiritual," he says. When John was younger, he believed that the more he had, the happier he was, but now he understands that the material things have nothing to do with happiness. John knows he is happy because he has freedom. He is satisfied with the fact that he is free of pressure, worries, and stress. He feels that there is really nothing for him to turn to when he is unhappy, so he learns to deal with whatever may be bothering him. The only things that upset him are the outside forces that he has no control over. Before John started to lose his vision in January, he used to be a very active person. He kept busy as an artist. He painted porcelain sculptures and stained glass, and made stone pictures. He also loved to dance. When asked what makes him unhappy, he replied that the declining morality around the globe bothered him. He feels that there is a lack of justice. He doesn't understand how people can take advantage of other people. He feels that there is t... ...It was extremely difficult for him to find work. The social changes that John has seen which have affected his happiness include the decline in morality. He feels as if he has no way of fighting these changes in our society, so he has had to adapt himself quietly and take everything as it comes. John is pleased with himself, and feels that there is nothing that can be changed. He is old enough to distinguish between good and bad, and he is a strong believer in his religion. He says that for fifty years, he did not feel as if he belongs in America, and now he still isn't sure, but he is happy. The advice that John gives for being happy is not to think that the material things will make you happy, and to manage your life according to God's laws. That is the sure way to finding happiness. His philosophy on life is that following God will lead you to happiness.

RACIAL DISCRIMINATION IN TONI MORRISON’S Essay

ABSTRACT: Racial Discrimination is when a person is treated less favourably than another person in a similar situation because of their race, colour, national or ethnic origin or immigrant status. In The Bluest eye ,Morrison took a different approach to the traditional White-Versus-Black racism. She acknowledged that most people are unaware of the racism that exists within a culture and often the racism that exists within themselves. Morrison’s essay describes a world free of racial hierarchy as dreamscape and unrealistic. Instead of such an imaginary place her works acknowledge cultural divides and the racism that exists within them. The middle class black society and the lower class black society, for example, are quite different from each other and are constantly conflicting .In The Bluest Eye ,Morrison distinguishes these divisions and their tensions through characters like Geraldine, Junior and Maureen Peal, who represent the privileged division of black culture .On the c ontrary,the less privileged division is represented by the MacTeer family and the ‘relentlessly and aggressively ugly’Breedlove family. Tension between the divided African American society is clearly represented by such characterization throughout Morrison’s Novel. African American literature is literature written by, about and sometimes specifically for African Americans, the black settlers in America. When the Africans settled in America, they were treated brutally by the Americans. They used them for their favour and hardly treated them as human beings. They wanted to show their protest so they used literature as the weapon to show their protest. The poet Phillis Wheatley and orator Frederick Douglass  were considered to be the beginners.Toni Morrision, Alice Walker etc followed their footsteps to show their protest. Chloe Anthony Wofford was born on Feb18, 1931,in Lorain, Ohio. She was second oldest of four childern. Her father George Wofford was a welder and her mother Ramah was a Chruch going women and sang in the choir.She took Latin in school and read many great works of European Literature. She was graduated in Lorain high school with honour in 1949.At Howard University, she was major in English and chose the classic for her minor. Since many people could not pronunce her name properly, she chose to cal herself Toni. After graduation in 1953 Toni continued her education at Cornell University. She married Harold Morrison and had two sons. But her married life was unhappy. Morrison went to work for Random House, were she edited works for such authors as Toni Cade Bambara and Gayl Jones. Mothers are almost always absent from the lives of Morrison’s characters ,having abandoned their children, died or simply disappeared .Despite the horrors of dislocation and slavery African American community searches for their Motherland, this was portrayed in the novels of Toni, as the absence of Mothers. The Novel †JAZZ† begins with a recap of Dorca’s murder and violet’s attack on her corpse. The couple that kill and then defaces the young girl seem immediately to be evil and immoral characters, but surprisingly Morrison goes on to flesh them out and to explain, in part ,that violet acts stem from suppressed anguish and disrupted childhoods. Racial discrimination is to treat differently a person or group of people based on their race.Power is a necessary precondition, for it depends on the ability to give or withhold social benefits, facilities, services, opportunities etc, from someone who should be entitled to them and are  denied on the basis of race, colour or national origin. Racial discrimination is when a person is treated less favourably than another person in a similar situation because of their race, colour, descent ,national or ethnic origin or immigrant status. For example, it would be ‘direct discrimination’ if a real estate agent refuses to rent a house to a Person because they are of a particular racial background or skin colour. It is also racial discrimination when there is a rule or policy that is the same for everyone but has an unfair effect on people of a particular race, colour descent , national or ethnic origin or immigrant status. This is called ‘indirect discrimination’. For example, it may be indirect racial discrimination if a company says that employees must not wear hats or other headwear at work, as this is likely to have an unfair effect on people from some racial/ethnic background. THE BLUEST EYE Morrison’s first novel, The Bluest eye, was published in 1970.It tells the story of a young African American girl who believes her incredibly difficult life would be better if only if only she has blue eyes. When society is racist against a person ,the victim can avoid those within society who have become particularly offensive .But when the dear and near ones reject them, there is no escape from the pain, At this time,a person become completely immersed in misery and go insane .This is the fate of Pecola Breedlove . For Pecola, constant abuse by society and her family made her so utterly alone. Her brother runs away from home by encouragement from his mother ,who rejects the family and goes to work for a white family .By working for the white family , she got everything that she wanted and was needed .In doing so, she rejects the needs of her family entirely , not even her own daughter could call her â€Å"mother† instead she forces to call her â€Å"Mrs .Breedlove† , a symbol of the unfamiliarity of the connection that should be  filled with love, but is only filled with hatred and rejection. This increased when Pecola is raped by her father,followed by her mother beating her until the baby dies .This final blow ,the hopelessness of rejection caused by both the internal and external racism, was what drove Pecola insane, and would drive any person to madness ,because the pain that this racism caused is the pain of being alone, a pain which no human can bear. The abuse from racism is never forgotten , it leaves a scar â€Å"the pain may recede after time ,but the scar remains† Pecola Breedlove,a eleven year old little black girl, is plain and homely. By orders of the country, the Macteers take Pecola into their home to temporarily take care of her until the Country finds another home for her. It is here that she meets and becomes best friends with Claudia and Frieda. She is not happy with herself and longs for blue eyes, as they are symbolic of American white beauty. Pecola has a very difficult life growing up, as people torment her for being black and ugly. She is also raped by her father, and eventually becomes pregnant with his baby. However, the baby dies. Her mother treats her coldly, as she believes Pecola is ugly and is ashamed of her. Morrison introduces the adult character Geraldine late in the novel in order to depict the same-race racism as widely spread among the ages. Geraldine’s racism is plainly stated when she warns her son that there are obvious â€Å"difference between coloured people and niggers. Coloured people are neat and quiet; niggers are dirty and loud â€Å"(The Bluest eye). Geraldine is not only warning her son of these differences, but she is also spreading a racial stereotype. Toni uses the symbol, Hollyhock flower as beauty, confidence and strength of the privileged black society. She uses Dandelions as the less privileged black society (i.e.) lower class as ugly, useless, unwanted. As member of the less privileged society, Pecola associates well with the dandelions and believes â€Å"they are pretty†. Pecola sees the beauty in the dandelions that she is actually seeing the beauty in  herself and in her society, while others do not. Geraldine’s cat represents yet another symbol of the privileged society. The cat is â€Å"as clean and quiet as she is†. Geraldine’s son, Junior was neglected by his self-absorbed, cat-loving and nigger-hating mother. Junior revolts against his mother’s racist beliefs by abusing the cat which represents all that is dear to her. Junior feels out of place and drawn towards the black children his mother shuns. Claudia and Frieda give up the money they had been saving and plant Marigold seeds in hopes that if the flowers bloom, Pocola’s baby will live; the Marigolds never bloom. This shows that the younger generation accepts all the people equally. â€Å"Everyone is a child of God and all are created equally†. Racial discrimination is not only the problem of previous generations. Even in this century, one could find the practice of racial discrimination. For instance, the popular dancer Michael Jackson underwent many cosmetics, operations and tolerated pains to show that he too could be on par with white people with white skin.