Toys City Inc. - 1208 Words

LGT 3105 Operation Management – Case Assignment 1 (Toys City Inc.) 1. I would have accommodated David Cheung’s vacation request. It is because based on the Critical Path Method (CPM), the network diagram of the work of different audit areas comes as Figure 1, and we can find that the critical path which is the series of activities using the longest time to complete is Activity 1-2-5-7-10-13-15. It means that if there is any delay on Activity 1, 2, 5, 7, 10, 13, 15, the whole project would be delayed also. However, David is only responsible on the auditing of liquid assets which is Activity 4 which is not in the critical path. The vacation or delay made by David would not affect the progress of the whole project.†¦show more content†¦Activity 7 requires $18.6667 to reduce 1 duration hour. Activity 9 requires $10 to reduce 1 duration hour. Activity 12 requires $50 to reduce 1 duration hour. Activity 13 requires $120 to reduce 1 duration hour. Activity 14 requires $50 to reduce 1 duration hour. [pic]Figure 2 In order to meet the accelerating deadline which is 60 hours earlier at minimum additional cost, we should first look at the network diagram and the critical path. From Figure 1, we know that the critical path is Activity 1-2-5-7-10-13-15. It is because if there is any change of time in the Activities on the critical path, the whole progress time of the project will change. Therefore, we choose to crash the activities on the critical path with the lowest crash cost in order to lower the time used with minimum additional cost. Activity 7 has the lowest crash cost within the Activities on the critical path. So, we choose to crash Activity 7 first. Although Activity 7 can crash for 45 hours, we cannot crash all the hours. It is because when Activity 7 crash to 50 hours, a new critical path is created. [pic]Figure 3 After crashing Activity 7 to reduce 43 hours by using $802.6681 ($18.6667*43), now another new critical path Activity 1-2-5-8-9-12-14-15 is created. It has just reduced 43 hours and there are still 17 hours to go. Now, there are 2 critical paths and we need to find the combinationShow MoreRelatedAmazon.Com Case Study1032 Words   |  5 Pagesjudge ruled that Amazon.com Inc. violated its agreement to give toy retailer ToysR Us Inc. the exclusive right to sell toys and baby products on Amazon s Web site. In the ruling,New Jersey Superior Court Judge Margaret Mary McVeigh said Toys R Us can sever theagreement it signed  with Amazon in August 2000, in which it agreed to sell toys on Amazon.com sWeb site, effectively putting Amazon in control of the Web address www.toysrus.com. The rulingpaves the way for Toys R Us to operate the WebRead MoreGalaxy Toys, Inc. Company Profile Essay1153 Words   |  5 PagesBMGT 364 Galaxy Toys, Inc. Company Profile Welcome to Galaxy Toys, Inc.! 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The Billingual Instructors for Bilingual Educations Free Essays

The amount of non-English-speaking minorities in the United States is continuously increasing. Be that as it may, there are people in today†s society that feel that English should be the only language spoken. It is for that reason bilingual education may be eliminated from many public schools. We will write a custom essay sample on The Billingual Instructors for Bilingual Educations or any similar topic only for you Order Now Low academic outcomes from students also contribute to possible abolition of bilingual education. If schools don†t obtain better methods to ease the transition from one language to another, bilingual education will be faulty and seen as useless. In turn, many students will be denied the chance for an equal education. American students have learned the language easily because it has been incorporated into everyday events from an extremely early age. An adolescent has had at least 5 years to learn English vocabulary, and continues learning through high school. Many bilingual programs have students on slower learning tracks where they barley learn English and from which they may never emerge. However, society wants bilingual students to learn English and learn it quickly. By eliminating bilingual education, society is telling the student to learn English, but not giving him a place to learn it. The student is not given an adequate chance, which results in bilingual persons having poor reading, writing and speaking skills. Bilingual students can keep up academically with their English-speaking peers if they are taught at least partly in their native languages while learning English. There are many ways that bilingual education can be improved. By hiring bilingual teachers that communicate clearly when giving directions and accurately describing tasks will help ease the transition from a native language to English. If new information was introduced by using strategies such as thoroughly explaining, outlining, and demonstrating, comprehension of instructional tasks may be maintained. Promoting student involvement, communicating expectations of students’, and explaining success in completing instructional tasks would give students motivation so they feel at ease. A new language is difficult; approaching bilingual students with methods such as these could improve their learning. An effective way to have positive student outcome is to value and respect students’ languages and cultures. This value and respect needs to go further than the food and holiday celebrations that may be the only recognition of cultures in many schools. Teachers should involve themselves by learning about students’ experiences in native countries and communities in the United States, while encouraging and supporting the development of the English language. These actions and attitudes show a student she is valued and respected; this, in turn, supports a more comfortable atmosphere for her. Furthermore, it builds self-esteem and improves academic achievement by incorporating the students’ cultures into classroom instruction. Building lessons from things in students’ experience and backgrounds promote more active engagement and increased learning. The will always be a need for bilingual education. There are many ways in which schools, teachers, parents as well as the student herself can improve. Answers to all of the questions posed by bilingual educators may not be available, but ideas about features of effective bilingual schooling are available. People involved in schooling need to work together to set realistic goals and strategies to promote success of bilingual education. How to cite The Billingual Instructors for Bilingual Educations, Papers

Arthur Miller Crucible Essay Example For Students

Arthur Miller Crucible Essay I agree that Arthur Miller engaged the audience to a large extent, and he also manages to get across a historical story at the same time and prove a point. I believe that through extensive character detail he has made it possible for us to understand exactly how the different characters are feeling, and why they behave the way they do. Miller also plays on our emotions by amplifying our own faults through the characters, as in the case of Abigail using the whole situation to her advantage, and being very manipulative and sly, all of which are characteristics that we don like in ourselves. For example, Abigail was using the whole situation to get back at John Proctor, she wanted him but he didn t want her, and in trying to gain his affections, she involved all of the people of Salem. During the play Abigail had one goal (John Proctor) and she didn t care how she achieved this. Throughout the play the contrast between light and dark is a prominent feature. In the footnote at the begging of act one Miller has used the image of light â€Å"There is a narrow window at the left. Through it s leaded pains the morning sunlight streams. A candle still burns near the bed†¦ The room gives of an air of clean spareness. † This symbolises that everything is OK, there are no bad things happening. Light throughout the play is use to symbolise good. As the story line continues the atmosphere and even the scenes themselves become darker and more sinister, even the weather becomes more glum and depressing. Dark is used throughout the play to symbolise bad. For example, the courtroom is always dark, there are no open windows and no candles. In some cases certain characters bring light into a scene that was dark, like John Proctor. But when he is accused of witchcraft the light that accompanies him became a lot dimmer. I also think Arthur Miller makes it very easy for us to pick out good and bad characters at the beginning of the play, its all laid out black and white. But some of the characters switch sides as the play goes on, at the beginning of the play I found Rev Hale was very single minded and annoying. However as the play developed he was one of the two people who could see sense in the whole situation. Towards the end of the play many characters became undistinguished as good or bad. Arthur Miller also puts the audience in a very frustrating position because we can see how wrong and how stupid the characters are being, It s just as if he s putting us in the position of God. The audience would get very angry at the fact that only John Proctor and Mr Hale can see sense, even though it takes two acts for them to see it. An example of this would be John Proctor s reaction to Abigail stumbling in with a needle in her stomach, claiming that John Proctor s wife is a voodoo witch. â€Å"Why she done it herself I hope you aren t takin it for proof, Mister†. Abigail claims this to get back at John Proctor, the audience however are led to believe that she did it to herself, even though it is not directly said in the text. All of this would make the audience very frustrated and angry, and would make us start to blame and damn some characters that completely ignore the things that seem obvious to us. In this case I m going to point out Judge Danforth because he is so wrapped up in his own little world and doing what he thinks is â€Å"right†. At first Danforth only frustrated me with his ignorance, but as the story line commenced I found my frustration turning to anger and my anger into hate. .uca26f6c30a63ac845d44fc1657569987 , .uca26f6c30a63ac845d44fc1657569987 .postImageUrl , .uca26f6c30a63ac845d44fc1657569987 .centered-text-area { min-height: 80px; position: relative; } .uca26f6c30a63ac845d44fc1657569987 , .uca26f6c30a63ac845d44fc1657569987:hover , .uca26f6c30a63ac845d44fc1657569987:visited , .uca26f6c30a63ac845d44fc1657569987:active { border:0!important; } .uca26f6c30a63ac845d44fc1657569987 .clearfix:after { content: ""; display: table; clear: both; } .uca26f6c30a63ac845d44fc1657569987 { 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; } .uca26f6c30a63ac845d44fc1657569987:active , .uca26f6c30a63ac845d44fc1657569987:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uca26f6c30a63ac845d44fc1657569987 .centered-text-area { width: 100%; position: relative ; } .uca26f6c30a63ac845d44fc1657569987 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uca26f6c30a63ac845d44fc1657569987 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uca26f6c30a63ac845d44fc1657569987 .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; } .uca26f6c30a63ac845d44fc1657569987:hover .ctaButton { background-color: #34495E!important; } .uca26f6c30a63ac845d44fc1657569987 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uca26f6c30a63ac845d44fc1657569987 .uca26f6c30a63ac845d44fc1657569987-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uca26f6c30a63ac845d44fc1657569987:after { content: ""; display: block; clear: both; } READ: Arabs in America EssayAbby also frustrated me because she manipulated the situation for her own benefit and to get at John Proctor At the end of each act Miller leaves the play in a state of climax. At the end of act one Miller draws the curtain on the girl s firing frenzied and false accusations of witchcraft against many women in Salem, act three ends with the dramatic exit of Mr Hale â€Å"I denounce these proceedings, I quit this court! † Through this approach it always keeps the audience on the edge of their seats. Leaving the audience with a climax at the end of each act allows the audience to toy with their emotions and the ones portrayed in the play. It keeps the audience swept up in the story line, almost like a soap opera today, where each episode ends with a dramatic last scene, ensnaring the audience and ensuring they watch the next episode because they want to know what happens next. In fact, The Crucible is in many ways parallel to a modern day soap opera, in that its success as a whole depends on how involved the viewers, or audience, become with the characters and the story line. Human psychology is such that to become involved in something, we have to be able to relate to it, in the case of a play, the situations portrayed and the reactions of the characters. Therefore they have to be true to life. This is one of the reasons Miller s play is so successful. I also think that the fact that it is based on history, the story is true to time and the story is kept historical even through the language, which adds fascination. The play was not only written to record historical events in Salem but was also written to warn people of modern day witch hunts, such as the McCarthy â€Å"witch† hunt in which people were asked to turn in anyone who was a Communist at the time. The naming and shaming followed a similar pattern of that in Salem. The violence in the play is shocking, mentally and physically; it even makes us reflect after the play has finished. I think Arthur Miller is trying to make us think about morality, group mentality, Puritanism, good/bad and self-interest. The play includes interesting messages about how reasonable individuals can become completely irrational and get carried away when they become part of a mob. The whole story starts of with the girls rebelling against being repressed by Puritan beliefs, this ties in with the religion side and group mentality portrayed in the play. As in the case of people being so shocked and furious about the children dancing in the woods, â€Å"Now the, ir, the midst of such disruption, my own household is the centre of some obscene practice. Abominations are done in the forest†, to us as an audience in this day and age, this dancing would be seen as fun but at the time the play was set it would have been considered an impurity. Children have always wanted to have fun, however the Puritan religion forbids this, which is like being a musician and being told he not allowed to play his instrument. He is deliberately making the story line complex by introducing many different emotional and moral layers to each of the characters, for example, Mary Warren. Towards the beginning Mary and Abigail have an argument about what they should do about the accusations of witchcraft. â€Å"What ll we do The village is out! I just come from the farm; the whole country s talkin witchcraft! They ll be callin us witches, Abby! From the text it is clearly obvious that Abby is not going to give up or turn herself in. It s also interesting to see how different relationships develop as the plot unfolds. For example, the relationship between John and Elizabeth Proctor goes through almost unrecognisable changes. At the beginning of the play we see their relationship very frosty and cold. On the first introduction of the two characters together this coldness is portrayed to us with Proctor s declaration of his only intent to please Elizabeth and Elizabeth s cold acceptance. .u7f9221ad3c5eb7d973651eb50e4030cd , .u7f9221ad3c5eb7d973651eb50e4030cd .postImageUrl , .u7f9221ad3c5eb7d973651eb50e4030cd .centered-text-area { min-height: 80px; position: relative; } .u7f9221ad3c5eb7d973651eb50e4030cd , .u7f9221ad3c5eb7d973651eb50e4030cd:hover , .u7f9221ad3c5eb7d973651eb50e4030cd:visited , .u7f9221ad3c5eb7d973651eb50e4030cd:active { border:0!important; } .u7f9221ad3c5eb7d973651eb50e4030cd .clearfix:after { content: ""; display: table; clear: both; } .u7f9221ad3c5eb7d973651eb50e4030cd { 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; } .u7f9221ad3c5eb7d973651eb50e4030cd:active , .u7f9221ad3c5eb7d973651eb50e4030cd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7f9221ad3c5eb7d973651eb50e4030cd .centered-text-area { width: 100%; position: relative ; } .u7f9221ad3c5eb7d973651eb50e4030cd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7f9221ad3c5eb7d973651eb50e4030cd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7f9221ad3c5eb7d973651eb50e4030cd .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; } .u7f9221ad3c5eb7d973651eb50e4030cd:hover .ctaButton { background-color: #34495E!important; } .u7f9221ad3c5eb7d973651eb50e4030cd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7f9221ad3c5eb7d973651eb50e4030cd .u7f9221ad3c5eb7d973651eb50e4030cd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7f9221ad3c5eb7d973651eb50e4030cd:after { content: ""; display: block; clear: both; } READ: Multicultural Education EssayHowever at the end of act four we hear the warm and passionate exchange between the two characters as Elizabeth opens her heart to John and although not wishing for him to testify to Witchcraft desperately wanting him to live so he could bring up there unborn baby together. We can see and sympathise with how each of the relationships are being affected by the pressure they are being put under. This, as with the characteristics of the characters, allows us to become even more involved in the plot But in the end, who is to blame Puritanism, Abby or Danforth The play is deliberately complex and multi-faceted, and not in plain and simple black and white, even though the characters themselves are black and white. In my opinion everyone s to blame, If one person would have seen sense or not added to problem or admitted it was a hoax it would have never happened. If Abigail hadn t added to the story it wouldn t have happened. If Judge Danforth hadn t of been so single-minded he would have seen through straight through Abigail s sweet and innocent routine, and so on. But at the end as in many situations in our own lives no one is completely to blame. Very rarely is anything one person s fault.

Marketing and Unilever free essay sample

Their mission is â€Å"TO ADD VATILTIY TO LIFE† UNILEVER INTERNATIONAL HISTORY †¢ †¢ †¢ †¢ †¢ Unilever is a multi-national corporation, It was created in 1930 by the Lever Brothers and Dutch margarine. Today the company is fully multinational with operating companies in over 100 countries, Employing about 179000 employees With 400 brands spanning 14 categories of home, personal care and foods products, no other company touches so many peoples ives in so many different ways. From feeding one’s family to keeping one’s home clean and fresh, Unilever brands are part of everyday life. †¢ UNILEVER PAKISTAN LIMITED †¢ †¢ †¢ Lever brothers was established in Pakistan in 1958 first site in Pakistan was RAHIM YAR KHAN Largest FMCG company now operating at six locations in Pakistan The enjoys a leading position in most of its core Home and Personal Care and Foods categories, e. g. Personal Wash, Personal Care, Laundry, Beverages (Tea) and Ice Cream. It operates through 4 regional offices, as well as 4 wholly owned and 6 third party manufacturing sites across Pakistan. We will write a custom essay sample on Marketing and Unilever or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page †¢ SUNSILK †¢Launched in 1954, in the UK, sun silk had quickly become Unilever’s leading international shampoo brand. By 1959, it was available in eighteen countries worldwide. †¢In the 1980’s, Pakistan had a largely under-developed market in terms of personal care products. †¢The launch of Sun silk in 1983 introduced FMCG industry in Pakistan to redefine the lives of its people. BCG MATRIX OF UNILEVER BCG MATRIX OF UNILEVER STARS High growth rate high market share QUESTION MARK High growth rate low market share CASHCOW Low growth rate high market share DOG Low growth rate low market share PRODUCT SUNSILK is one of the star Products of Unilever, and comes under the category of personal care products. Variant: Soft and smooth Label color: Yellow Benefit: Keep hair strong and beautiful Variant: Black Label Color : Black Benefit: Rich and shine black hair Variant: Soft and smooth Label Color : Pink Benefit: Shiny and beautiful dry hair Variant: Long and thick Label Color : Green Benefit: Shiny manageable thin and limb and thin hair Variant: Damage Repair Label Color : Orange Benefit: damage Repair Shampoo Variant: Anti dandruff Label Color : Blue Benefit: removes dandruff SUNSILK SHAMPOO 400g 100g 200g 6ml PRICE SUNSILK is the market leader and it therefore sets the market price. SUNSILK SHAMPOO Rs 200 to Rs 300 PKR Rs 150 to Rs 170 PKR 400g Rs 88 to Rs 95 PKR 200g Rs 5 PKR (Sachet) 100g 6ml PLACE SUNSILK available in all †¢ †¢ Small stores Supermarkets †¢ Utility stores †¢ General Stores †¢ Medical stores †¢ Shopping malls PROMOTIONAL ACTIVITIES †¢Door to Door Services †¢One -On -One Selling †¢Special Channel Distribution †¢Road Shows †¢Schools programs †¢Spot Selling †¢Store Intercepts †¢Stall activities †¢In store conversions †¢Television advertisement †¢Product labels †¢Websites †¢Call centers †¢Free washes and gift hampers SEGMENTATION SUNSILK shampoo will be using gender and age as the basis for segmentation. †¢ This segmentation is demographic. †¢ Market age of segmentation of female of age 16-21, then 21-40 and then above 40. TARGETTING †¢ Main target market is Females between age 16-40 but they target the whole market. POSITIONING †¢ When every young adult want to give himself a new look , SUNSILK offers him FAMILY SIZE bottle in 165 PKR. †¢ It changes packing and size to attract new customers DIFFERENTIATION †¢ It does different things like gang of girls. †¢ It offers expertise of hair care experts. The product is relevant among wide masses because of its quality, affordability and constant innovation. †¢ Hierarchy is horizontal so that all the managers have good collaboration with each other that’s why UNILEVERS hierarchy is so much supportive in this regard. SUPPLIER †¢ They have no threat from supplier’s specifically as they have made a contract with suppliers. †¢They gave them raw material like chemical’s other thing’s. MARKET INTERMEDIREIS †¢ As far as financial intermediaries concern, UNILEVER have good name in this matter. They are using old chain with the popularity of their product’s. CUSTOMER †¢ They are well defining with their target market and market segmentation. †¢ Unilever? s product is neither gender specific nor for only one social class. So, we have enough people to cater with. PUBLIC †¢ Public is interested in their product as it may bring a financial interest to our stakeholders and other major factor of this is our media public. †¢ It’s a very good source for them as it lounge under unilever’s company n a very respectable product SUNSILK. The product of UNILEVER (SUNSILK) is not for the specific age, it covers the following area †¢Female †¢Male †¢Kids †¢So the demographic area is huge for that product ECONOMIC †¢ As the social class we cater are economically sound and the product of UNILEVER is give also comfort with respect to prices. NATURAL †¢ Our natural environment is quite sound in this regard. As the raw material we use is nether injurious to health nor damages the environment. †¢So people prefer to use that of product . TECHNOLOGICAL Unilever is using latest technology for making the product and for handing the operations. Technology helps in making the products and fulfilling the demands on time.

The 10 Biggest Mistakes of Unsuccessful People

The 10 Biggest Mistakes of Unsuccessful People Sometimes being successful is a simple matter of not being unsuccessful- not making the kind of blunders and mistakes that unsuccessful people make. If it’s too daunting to try and mimic someone else’s success, try simply avoiding other people’s failures. Here are 10 traits that describe people who rarely, if ever, get ahead. If one or two of these sound like you, see if you can tweak your habits. If you’re guilty of more than half, you’ve got problems, but at least you’ll know what needs to change!1. They’re  prone to distractionIf you can’t focus on the task, problem, situation, or conversation at hand, you’re going to fail at something, sooner or later. Don’t pick up your phone in the middle of a meeting. Don’t start checking Facebook when you should be finishing that report. Single-task until you get a single thing done. Then do the next thing.2. They’re  all talkSure you’ve got great p otential, lofty goals. Do yourself a favor and don’t broadcast them. Try keeping your cards closer to your chest. What you can broadcast is meeting those goals or achieving that success. Share when you’ve done something, not just when you’ve decided to think about doing something.3. They’re bad companyIf you want to be successful, hang out with successful people. If you want to get in shape, hang out with people who value fitness. Sometimes it really does matter who your friends are.4.  They’re always negativeDon’t be a hater. And don’t let small day-to-day annoyances get you so down that you become that person that’s always complaining. Try to accentuate the positive, even in sucky situations.5. They procrastinateDon’t delay doing anything unless you’re certain you could do it better if you did it later. Otherwise, you’re just stalling. Get it done.6. They don’t listenYou’re not the only on e in the world. And your success is not the only important thing in the world. Listen to the people you love, and they will love you back. Spread the love around.7. They’re lazyThere’s a difference between being tired and being a blob. Try to make sure you’re not constantly talking yourself out of doing things (work, going to the movies, exercise, helping a friend) because you just don’t feel like it, rather than a legitimate excuse. Try to always be doing something better with your free time.8.  They don’t want to learnThe day you stop learning is the day you fail forever. Keep an open mind about the things you don’t know, and keep pushing yourself. Be humble in the face of a world full of new information- and let some of it inspire you to greatness. Hard work is good for you.9. They’re just  meanPlenty of not nice people make it to the top. That doesn’t mean you will. Not being nice means you will acquire enemies, rather than allies. Be kind. Make friends.10. They’re quittersIf you give up, then, well, you don’t deserve success. Next time you hit a roadblock, try running through this list and see if there’s anything more constructive you could be doing- learning something new, making an ally, thinking positively, then find your way around the roadblock and keep going forward.

German Teenage Slang

German Teenage Slang The following is a handful of German slang that can be heard at times from teenagers. Keep in mind that not all German teenagers speak this way and that slang may vary from region to region.   A-L ugeln - to flirtabgallen - to throw upAmateurlocken - matted hairAtze - buddyBarrio - hang-out placeBD - stupidbuggi - to not care (Das ist buggi - Es ist mir egal – I don’t care)Bà ¼ffelbude - schoolchillen - to chill, relaxcremig - coolDrahtfresse - teenager with bracesDrinni someone who stays home all the timedissent - to get upsetdullie - dumb personEmo - from Emotional Hardcore Punk, signifies an emotional personfitnieren - to train in a fitness centerfriedhofsblond - gray-hairedFresskick - eating frenzyfroggy - crazygediegen - coolgruscheln - comes from grà ¼ÃƒÅ¸en (greet) and kuscheln (cuddle)Gà ¼llebunker - toiletHasenhirn - an idiotHeulsuse - woman that cries a lotHirni - an idiotHomie - buddyHood - neighbourhoodIkeakind - a Swedeimba - cooljedn - auf jeden Fall – absolutely/ of courseKackpappe - toilet paperknorke - awesomeKà ¶rperklaus - clumsy, awkward personKP - kein PlanLabertasche - blabbermouthlolen – to laugh out loudlush - cool M - Z Mcdreamy - Prince CharmingMOF - Mensch ohne Freunde – Person without friendsmà ¶bt - nerve-rackingMcDonalds – overgrown eyebrowsmegamßig – super bigOmega – loseroverlappt – totally uncoolphat – very goodrolexen – to boastSchnaddadeng! – Here, look!swag - very cooltrollig – dumbUnderbomber – underwearunst – coolvolle Mà ¶hre – awesomewambo – grosszappo – the end Also check out an overview of German youth slang over the 20th century by Spiegel.de

4 Ps of Marketing Term Paper Example | Topics and Well Written Essays - 2250 words

4 Ps of Marketing - Term Paper Example The reason behind the success of business includes a long process where the achievement of success depends on marketing. The success associated with the marketing process depends upon various marketing strategies and these marketing strategies deal with 4 Ps of marketing. Thus, the implementation of marketing strategies in an appropriate manner is very important in order to achieve success by an organization. In other words, the marketing mix is the combination of all the marketing plans made by an organization (Belohlavek, 2008). Each of these four P’s is very important factors for an organization in order to create such a marketing mix which will easily attract customers towards the organization. It helps in determining the profit potential of an organization. Product means the goods/services which are offered to the customers by an organization. Apart from the offering of the physical product, there are various other elements associated with the product which helps in attra cting the customers. It can be the packaging of the product, any additional feature in the product etc. In the case of service product, it is the quality of services, the facilities provided to the customers, etc which help to attract the customers towards the organization. ...In a similar way, basic products which are used regularly should be positioned targeting the price conscious customers. Some of the important aspects associated with the products are design, warranties, brand name, product range, etc. Customer research is one of the key elements while creating an effective marketing mix. The organization’s knowledge about the needs and demands of the target market as well as about the competitors will help it to offer the product that will be appealing to the customers and will avoid various mistakes. Addition of a new product in the business always includes an acceptable amount of risk/return exchange. For example- If the company is very good, with a high brand name, t hen providing services on time is the most important part of the product bundle.

Talent Management in CDG a Boeing Company Essay

Talent Management in CDG a Boeing Company - Essay Example The researcher states that organizations are currently embracing Talent Management as a tool of attaining organizations goals and objectives. As such, Talent Management aids in attaining competitive advantage of organizations through production, addition of market value, and organization effectiveness. According to Rog, Talent Management is a significant factor, which determines the ability of the organization to acquire and retain essential talent successfully. Moreover, Talent Management in an organization establishes the extent of employee engagement in performance of various organization activities. Companies face workforce cost in the overall running of their business operations. As such, an effective analysis of the processes of recruiting and hiring employees provide insights and visibility of areas, which a company needs to improve. This is because maintenance of employees who have the capacity and potential to perform leads to improvement in the performance level of the comp any. According to Peter, companies have discovered that having the best talent enables them to have a competitive advantage in the global economy. Currently, there are few companies, which have a sufficient supply of talent. This depicts that talent has become a limited resource, which companies have to focus on managing effectively in order to attain success in their performance levels. Continental Data Graphics (CDG) a Boeing Company belongs to the aviation industry since the company deals with the provision of software and engineering solutions for defence and aerospace industries. As such, the company needs to have an effective Talent Management structure, which will enhance in attainment of competitive advantage. Bent (2011) argues that professionals within the aviation industry are declining substantially. This depicts that CDG Company needs to adopt an effective Talent Management strategy, which will enhance in attainment of success of the company. Sean and Kleiner (1999) pos tulates that benefits and compensation, development and training, and provision of incentives, which include medical coverage, are some of the needs of employees, which Talent Management in a company has to focus on satisfying. Therefore, this research will focus on identifying and evaluating the process of Talent Management in CDG Company. Further, the research will identify how CDG Company performs in the market of labour shortage due to various labour dynamics. 1.3 Research Objectives This research is governed by the following objectives: 1) To define Talent Management and Talent 2) To discuss the process of Talent Management 3) To discuss the advantages and disadvantages of Talent Management 4) To describe the current Talent Management Strategy of Boeing Company 5) To identify employee’s perceptions of Talent Management at Boeing Company 6) To propose improvement to Boeing Company current Talent Management Strategy 1.4 Research Questions This research is governed by the f ollowing research questions, which will aid in attaining objectives and aim of the research. 1) What is Talent Management

In creation of annales school Essay Example for Free

In creation of annales school Essay underwent a crisis. During the Third Republic, historians had established a strong presence within French universities by teaching political history of the French nation. After World War I, however, historians faced a challenge to their powerful position. In the late twenties and early thirties the government reduced the number of teaching posts made available to historians in secondary and higher education. Moreover, some French intellectuals questioned the value of professional history, accusing historians of contributing to the rise of jingoistic nationalism. In the context of these challenges to the status of history, some historians elected to alter the way they wrote political history. In the interests of intellectual disarmament, the Comite francais des sciences historiques and the Comite francais de la cooperation intellectuelle participated in an international effort to rewrite history textbooks. In 1929 the historians Marc Bloch and Lucien Febvre launched a new journal Annales dhistoire economique et sociale. They did so in hope of transforming the historical discipline by providing a venue for the publication of research focused on social and economic history. Throughout much of the journals history, editors of Annales encouraged a style of history that rose above the accumulation of fact, that mobilized historians to tackle shared problems, and that sought to build alliances among different fields in the social sciences. Historians in Europe and the United States have seen the creation of Annales as a crucial turning point in the history of the historical profession and the French social sciences. After World War II the journal, then renamed Annales: economies, societes, civilisations, served as a rallying point for young French historians interested in exploring new approaches to writing history. Taking up the intellectual program first defined by Bloch and Febvre, Annaless post-WWII editors advocated a style of history that borrowed problems and methods from demography, economics, and geography. This paper show how Bloch and Febvre drew on the concern about intellectual over-specialization and the trend to collectivize research in order to shape research on economic history and rural society. Although Bloch proposed numerous collaborative projects, the mainstay of the journals success was its attention to rural history. The political import of research on rural societies and the cultural politics of intellectual cooperation thus proved to be valuable resources in the development of Annaless intellectual program. HISTORIOGRAPHY Over the past two decades historians have been taking stock of the journals legacy to history and social science. A major theme in evaluations of Annales is the journals interdisciplinary ambition. Some historians of history depict the alliances negotiated between history and the social sciences as problematic. For example, Georg Iggers and Lawrence Stone contend that in emulating the social sciences the New History lost sight of the ways in which human beings make history. Purporting to examine society at its most profound levels, Annales historians tended to make history not a study of change but a science of static societies. Some historians are rethinking the merits of social science history. In a collection of essays on historiography Immanuel Wallerstein, once a proponent of Annales history, proclaims that the time has come to move beyond Annales and the emphasis on interdisciplinarity. Proponents of the New Cultural History have turned away from the blending of geography, economics, demography, sociology, and history that had been the hallmark of Annales history from the fifties to the early seventies. Some of them, including the Annales historian Herman Lebovics, draw on literary theory to criticize the assumptions and categories used by many social and economic historians in their analyses. The reevaluation of historys alliances with the social sciences is fueled partly by a reaction to the scientization of the discipline and partly by philosophers of historical writing, who have drawn attention to the rhetorical and literary aspects of history. Taking a different approach to analyzing the relationship between history and social science, Terry Clark and Francois Dosse look at the function of competition in intellectual life. Clark depicts the leadership of historians over the establishment of the Sixth Section as the result of a struggle between historians and sociologists for control of institutional resources. More polemical than Clark, Dosse overtly attacks Annales historians tendency to raid other social sciences in their relentless pursuit of new topics and methods. Dosse suggests that interdisciplinarity was merely a form of intellectual acquisitiveness that led historians to absorb (or attempt to absorb) other intellectual fields. The result is a patchwork history that had lost coherence as a discipline. Two sources help greatly in examination of Marc Blochs life and work, his influence and role in establishing the Annales School. The Susan Friedman book Marc Bloch, Sociology, and Geography: Encountering Changing Disciplines, provides excellent coverage of Blochs life and career: some fundamental and significant standpoints and events are described and discussed thoroughly therein. In addition, Carole Finks book Marc Bloch: A Life in History provides intellectual and political bibliography of Annales co-founder. THE ANNALES PROGRAM From the journals inception through the end of the thirties, Bloch and Febvre worked to create a collective spirit among Annaless readers and contributors. In the letter that accompanied the first issue of the journal, they proclaimed that the young periodical was born of in effort to rapprochement of contributors, whose ambition was to work collaboratively constant community. By the end of the thirties Bloch and Febvre referred to a common identity that was shared by those who rallied to the journal. In 1939, when they terminated their relationship with Armand Colin and began to publish the journal independently, they again appealed to the collective spirit of their subscribers. The reference to the solidarity of the journals disciples was the most explicit evocation of solidarity to appear during the thirties. In addition to making an explicit appeal to teamwork and collaboration, Bloch and Febvre marketed Annales to both academic and non-academic readers. In the planning phase of the journal in 1928, they informed their publisher that they anticipated selling subscriptions to university libraries in France and abroad as well as to municipal libraries. In addition professional historians in higher education, they decided to make an appeal to history teachers in French high schools as well as local savants, whose good will and research efforts had been wasted, they felt, in the activities of provincial learned societies. In their efforts to market the journal, they distributed two prospects one for professional historians and another for the local savant. As Febvre wrote, he and Bloch intended to add, as an expression of good will, personal notes to the copies of the prospectus destined for provincial researchers. Professional sociologists and experts on society and economics comprised the last major group of potential readers and contributors that Bloch and Febvre had in mind in 1928. With the publication of Annales starting in 1929, Bloch tried to use the journal to advance his career. Early in the early thirties, he actively campaigned for a position in Paris, and he had his eye Camille Jullians Chair at the College de France. In 1930, Bloch penned a flattering retrospective article on Jullians career, and late in 1932, he praised Jullians preface to Guy de Tournadres Lhistoire du comte de Forealquier, while subjecting Tournadre to excoriating criticism. Bloch also attacked the medievalist Louis Halphen in a review of Halphens contribution to Cambridge University Presss multi-volume series on medieval history. During the twenties Halphen and Bloch had entertained a rivalry. Both occupied the field of medieval history and therefore vied with each other for a position in Paris. In the midst of that rivalry each historian struggled to establish his intellectual niche and institutional foothold by defining himself in opposition to the other. Although Blochs efforts to join the College de France failed, he won a position at the Sorbonne in 1935. Bloch, who was Halphens junior by six years, received a Parisian appointment only one year after Halphen assumed his Chair at the Sorbonne in 1934. Between 1932 and 1934, Bloch and Febvre actively solicited contributions from non-academic researchers by introducing another style of inquiry the enquete contemporaine. The contemporary studies were not designed to be collectively executed research projects, and Bloch and Febvre offered no specific research guidance. Instead, the journal published on-going or recent work on the economy of contemporary Europe, and most contributors wrote articles on such topics as banking and finance. By designing projects that called on the contribution of such an ilk, they hoped to rally different groups amateur, professional, and expert around the journal. By choosing such a variety of scholars to participate in the journal, Bloch and Febvre thus defined the intellectual mission of the journal broadly. Moreover, they deliberately left such terms as social and economic loosely defined. Blochs correspondence with the historian of Japan Kanichi Asakawa revealed a conscious decision to leave open the journals definition of social history. Bloch and Febvre adopted a similarly broad view of the journals intellectual mission when they opened Annales up to contributions from other social scientists. With the exception of favoring empirical research over theoretical studies, they defined no intellectual orthodoxy for the journal. In Annales, cross-disciplinarity was often little more than an ensemble of articles by different social scientists on related topics. In 1935 and 1936, for example, Bloch and Febvre published a series of essays on tools and technology, which included an article by Andre Haudricourt, an agronomist who later specialized in ethno-botany and the ethno-history of technology. In his correspondence with the historian Charles Parain, Haudricourt wrote that he was astounded by the intellectual differences between historians and ethnographers despite their common interest in tools and technology. True to Haudricourts observation, his article on the harness and Blochs article on the same subject had no meaningful similarities or differences they simply bypassed each other. Haudricourts essay in Annales followed the harnesss geographical diffusion. When they defined Annalesa intellectual mission, Febvre and Bloch shared a desire to avoid intellectual orthodoxy . Their goals were twofold. They wanted to encourage historians to think about specific research problems, and they also wanted to lay the groundwork for doing empirical research on economic and social history by gathering information about archives. One of the strategies they used to accomplish those goals was the organization of collective projects. Responding to the inter-war emphasis on international cooperation, Bloch and Febvre saw collective research as a way to inspire their readers to organize their work around common problems. In the first issue of Annales Bloch and Febvre announced several structured inquiries into the history rural society, of prices, and of nobility. But in spite of their agreement on the basic research program for the journal and in spite of their confidence in the utility of collective research, they eventually developed very different conceptions of what intellectual teamwork might bring to history and social science. Febvres conception of teamwork and its usefulness for historians and social scientists centered on the collection of information. In contrast with Febvres fascination with the division of labor and the creation of a research network, Bloch showed less interest in culling data from a pool of untrained research workers. Early in his career, he had expressed an interest in using research questionnaires, although he had not thought of them as useful for establishing large-scale projects in data collection. Blochs earliest writings on methodology drew parallels between the use of questionnaires and the scientists practice of reporting on research objectives and procedures. Bloch saw questionnaires as instrumental for structuring communication among fields in the social and human sciences. For example, he advocated emulating the multi-disciplinary approach of the Oslo Institute for the Comparative Study of Culture. BLOCHS WORK AND ROLE In the journals first year Bloch implemented a collective project on rural history. The project on Les plans parcellaires was journals longest and most successful team project. In his introduction, Bloch called on historians and geographers to create an inventory of archival sources on rural history. According to him, valuable data on the rural economy had been preserved in rarely consulted property registers and land plats held in local archives and libraries. The plans parcellaires and the property registers created by European states provided visual and textual sources on the evolution of the French countryside. Scattered in archives throughout France and Europe, they provided snapshots of rural societies at different points in history. In France, they offered a way to study rural history from seventeenth to the nineteenth century. Bloch argued that the study of the traits matiriels of the rural countryside would help researchers understand the basic structure of rural society as a precursor to further research. Using cadastral maps, geographers and historians could study changes in land usage, systems of crop rotation, the persistence of common land or its enclosure, settlement patterns, the distribution and size of villages, and the evolution of seigniorial authority. Because of the cadasters potential value to geographers and historians, Bloch used Annales to create a basic inventory of their availability. He did not, however, use his team projects to generate raw data on rural history. Bloch asked readers to submit articles on the availability of four types of sources in their local archives or libraries: land maps (terriers) created prior to the Revolution, property records generated during the Revolution, the Napoleonic cadaster, and any revisions made to it during the nineteenth century. Through Annales, Bloch built a team comprised of local savants, students, and specialists on rural society and economy from France and abroad. In 1931 the friendly society of provincial archivists adopted a proposal to establish an inventory of the Napoleonic cadaster as well as any maps that provided information on the type of crops grown in the different regions of France. The Director of French Archives endorsed the proposal in a circular distributed to archivists throughout France. As the project unfolded, Bloch not only recommended that historians analyze visual historical sources on the French countryside (i. e. , cadastral atlases and terriers), but he also advocated studying the contemporary landscape. In instructions and articles for the study of the plans parcellaires, he recommended using aerial photography and archaeology in order to identify the trace of past in the present configuration of the countryside. Blochs work on rural history has helped to define the nation myth of French diversity and rootedness in a rural past. One of the themes that emerges from Blochs book on French rural history, Les caracteres originaux de 1histoire rurale francaise, was indeed the diversity of France and the deep continuities between past and present that defined French rural history. Surveying the French countryside from the hamlets of Brittany to the villages of Provence, Bloch identified dramatic contrasts in the physical, economic, and social configuration of French rural life. Examining the rural economy, he identified a variety of agrarian regimes. Open fields, enclosures, agricultural tools as well as biennial and triennial systems of crop rotation all combined and overlapped in divergent ways throughout France. In place of any form of national ethnic unity or homogeneity, he identified three distinct types of agrarian civilization. As Meillet and Demangeon had done in the late twenties, Bloch also indulged a patriotic claim that French scholars might lead their European colleagues in orchestrating research on rural civilization. Unlike Febvre, whose work with the Commission des recherches collectives eventually led him to undertake a national inventory of Frances rural civilization, Bloch remained committed to implementing projects at the international level, planning collective studies that built on his work in rural history. In a 1933 proposal published in the Bulletin of the International Committee of the Historical Sciences, he outlined a project on the transformation of seigniorial institutions throughout Europe. Bloch proposed to create a common questionnaire in order to establish a basic starting point. With France clearly in mind, he focused on studying the erosion of large seigniorial demesnes and the rise of the small landholder, who paid a form of rent usually in crops but sometimes in obligatory labor. As he had stated in Les caracteres originaux, the emergence of the small landholder was one of the defining characteristics of French rural history. Although France was his starting point for defining research projects on rural history, he intended his project to generate comparative and cross-disciplinary research on European agrarian history. Yet in his work on rural history Bloch transformed France into a microcosm of Europe. He used France to illuminate research problems that he considered pertinent to Europe as a whole, and he claimed that rural France was in fact an ideal laboratory for the study of European agricultural civilization as a whole. The diversity of France and the multiple agrarian civilizations that Bloch found there made it a universal theater of research. In 1934 Bloch repeated his call for collective research on rural civilization to an audience of French scholars. In a proposal to the College de France, written for his campaign for a chair in the comparative history of European civilization, he outlined plans for an international investigation of European rural history. He proposed to pursue research on agrarian regimes as well as on evolving notions of personal liberty and servitude. Bloch again called for the use of a unified research questionnaire in order to solicit contributions from those outside of the Universitys upper echelons. The standardized questionnaires allowed for more effective coordination in the scale and scope of research, and the coordination of comparative research would establish Frances intellectual leadership in an area and research method that had thus far been neglected beyond Frances borders. Bloch argued that his project would guide experts, scholars, local savants, and students in a vast collaborative project that would cross national frontiers as well as the intellectual and social boundaries created by university hierarchies. Between 1928 and 1930, Bloch had elaborated his approach to comparative history. From the outset Bloch eschewed the modern nation-state as his research terrain. To accept modern boundaries and national divisions within the formulation of a research project was to impose anachronistic categories on historically situated societies, groups, institutions, and economies. For Bloch effective comparison required researchers to recognize the fluidity of geographical frontiers. Blochs approach to comparative history drew heavily on Antoine Meillets work in comparative and historical linguistics, which had sought to redefine the study of European civilization through international study of dialects and language families. As much as Bloch admired the tools that Meillet had brought to the history of civilizations, he also saw historical linguistics as only one tool among others. Bloch contended that the cultural frontiers identified by historical and geographic linguistics did not necessarily correspond to the frontiers that could be identified by historians or human geographers. Bloch trusted the detection of multiplicity and the complex connections among linguistic, institutional, social, economic facts that made explaining change such a difficult undertaking. Above all he feared intellectual laziness, which tempted scholars to rely on categories or abstract concepts that too easily substituted for criticism, reflection, and intellectual flexibility. In interwar Europe, ethnicity was one of the abstractions that informed research on rural civilization, and many of Blochs commentaries on rural civilization contained sharp criticism of it. In a 1928 article on comparative history, he had criticized the effort by Friedrich Meitzen, the German specialist of agrarian civilization, to establish an ethnic map of Europe. In a 1934 review of German research on toponymy and ancient history, Bloch criticized scholars who attempted to write the history of race and ethnicity. In 1932 Bloch returned to the rural habitat in a review of the latest round of work that had emerged from the 1931 International Conference of Geographers. In a tangent on Slavic scholarship on the rural history of Eastern Europe, Bloch objected to the intrusion of nationalism into scholarship on European settlement patterns. The bulk of his article, though, dealt with the conceptual problems of writing on the rural habitat. Bloch developed Lefevres earlier recommendation that such terms as habitat, village, and hamlet be more clearly defined. Between its first meeting in 1925 and its final report in 1931, the International Committee on the Rural Habitat had elected to use a numerical formula to define the terms village and hamlet: X number of houses within a given area equaled a village, whereas fewer than X made up a hamlet. Emphasizing the importance of examining social groups in addition to habitat and landscape, Bloch sought to make the analysis of rural life intellectually subtle and less vulnerable to serving nationalist agenda. To the arbitrary numerical definition of the village that was offered by geographers, Bloch added a social definition the rural village. Arguing that geographers had overlooked the social nature of the village community, he contended that family or kinship groups often define villages and hamlets. He held that historians and social scientists in fact understood very little about the history of the family. During the late thirties he began to sharpen his criticisms of what he saw as the increasingly romantic nationalist strain in research on rural civilization. At the 1937 Congres international de folklore, Bloch overtly attacked Demangeons work on the rural habitat. According to Bloch, Demangeon had simplified the complexity of rural society by glorifying peasant civilization. In a paper for the 1939 International Conference of Sociologists, he proposed another research project in which he gave the guidelines for a study of village communities. Blochs 1939 proposal was not the first time that he had dealt with the social structures of rural civilization. Even in Lea caracteres originaux, he had taken care to differentiate among the social groups working the land, discussing the emergence of the small landholder and agricultural day laborers. Blochs plans for a study of the village community built on his interest in extending the analysis of rural civilization to include the structures of social life in addition to his earlier projects on cadastral records and the physical features of the rural habitat. 9S Blochs recommendations came with what he saw as the urgent need to arrest the intrusion of nationalism into the social sciences, and he attacked any effort to use research on rural life and the peasantry to indulge romantic and ethnic definitions of the nation. That concern about the nationalist overtones of research on rural society emerged in his articles on rural history. In an article for the catalog of the 1939 exhibition on the French agronomist Olivier de Serres, Bloch redoubled his attacks on the mythologization of peasant France. In his paper he scrutinized the writings of nineteenth century French historians, pointing out their simplification of French history in using such abstractions as the Gallic or Frankish races. Bloch had clearly wearied of the ways in which discussions of European settlement patterns and rural civilization served as a blank screen for the projection of politically motivated descriptions of national unity, colonization, conquest, or invented antagonisms among races or ethnic groups. CONCLUSION Historians of Annales have often focused on the resistance among most historians to Bloch and Febvres efforts to reform the historical profession. Their studies have neglected the strategies that Bloch and Febvre used to recruit participants for journal and for their efforts to negotiate alliances with other fields in the social sciences. More often than not, Febvres and Blochs attempt to bring the fields of sociology, geography, linguistics, folklore, and history together around such topics as work, prices, or rural history revealed significant differences of method. Thus, the journals cross-disciplinary alliances yielded limited success in structuring genuinely cross-disciplinary collaboration. In order to direct historians away from the writing of political history, Bloch and Febvre adopted collective research as a strategy for rallying historians to the journal and to define research problems. For Febvre collaborative research furnished researchers who generate raw data which can then be used by expert researchers. Through his involvement with the Commission des recherches collectives, he negotiated an alliance with folklorists to organize amateur researchers for the purposes of gathering data on traditional ways of life, village communities, and peasant customs. In Blochs work team research functioned as a form of pedagogy through which he instructed his colleagues in the provinces and the students on techniques and sources that were critical to writing the history of rural civilization. Through Annales Bloch worked to alter the intellectual terrain of history. However, the historian remained the guardian of the nations symbols and heritage, just as it had been earlier in the Third Republic. Rather than focus on political history, Bloch defined France through the diversity of its rural civilization. At the end of the thirties, Bloch became increasingly cognizant of the political implications of research on rural France. In his reviews and through their leadership of research projects both Bloch helped to position the discipline of history as the critic of fields that contributed to the study of rural France. During the forties the study of rural France became increasingly politicized by the Vichy government. Works Cited Besnard, Philippe, ed. The Sociological Domain: The Durkheiminas and the Founding of French Sociology. New York: Cambridge University Press, 1983. Burke, Peter. The French Historical Revolution: The Annales School, 1929-1989. Cambridge: Polity, 1990. Clark, Terry Nichols. Prophets and Patrons: The French University and the Emergence of the Social Sciences. Cambridge: Harvard University Press, 1973. Dosse, Francois. The New History in France: The Triumph of Annales. Translated by Peter V. Conroy. Chicago: University Illinois Press, 1994. Fink, Carole. Marc Bloch: A Life in History. New York: Cambridge University Press, 1989. Friedman, Susan W. Marc Bloch, Sociology, and Geography: Encountering Changing Disciplines. New York: Cambridge University Press, 1996. Iggers, Georg. New Directions in European Historiography. Middletown, CT: Wesleyan University Press, 1975. Hunt, Lynn. French History in the Last Twenty Years: The Rise and Fall of the Annales Paradigm, Journal of Contemporary History 21 (1986): 209-24. Kain, Roger J. P. and Elizabeth Baigent. The Cadastral Map in the Service of the State: A History of Property Mapping. Chicago: The University of Chicago Press, 1992. Keylor, William. Academy and Community: The Foundation of the French Historical Profession. Cambridge: Harvard University Press, 1975. Lebovics, Herman. True France: The Wars over Cultural Identity, 1900-1945. Ithaca: Cornell University Press, 1992. Stoianovich, Traian. French Historical Method: The Annales Paradigm. Ithaca: Cornell University Press, 1976. Stone, Lawrence. The Past and the Present Revisited, 2nd ed. New York: Routledge and Kegan Paul, 1987. Weber, Eugen. The Hollow Years: France in the 1930s. New York: W. W. Norton Company, 1994. Wallerstein, Immanuel. Unthinking Social Science: The Limits of Nineteenth-Century Paradigms. New York: Polity Press, 1991. Wallerstein, Immanuel. Annales as Resistance, Review 1 (1978): 5-7.

The Two-Dimensional Character of Virginia Woolfs To The Lighthouse :: To The Lighthouse Essays

To the Lighthouse  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Two-Dimensional Character   In the novel, To the Lighthouse, Virginia Woolf illustrates the character of Mr. Ramsay, a husband and father of eight children.   As a husband, he degrades and mentally abuses his wife, Mrs. Ramsay, and as a father, he disparages and psychologically injures his children.   Yet, Mr. Ramsay has another side -- a second dimension.   He carries the traits of a very compassionate and loving husband and a securing and nurturing father. Although Woolf depicts Mr. Ramsay as crude, brusque, and insensitive, he, nonetheless, desires happiness and welfare for his family.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Even though Mr. Ramsay frequently scolds and denounces Mrs. Ramsay, he still seeks happiness and comfort for his wife.   For example, after Mrs. Ramsay lies to James about the next day's weather, "He [Mr. Ramsay] stamped his foot on the stone step. 'Damn you,' he said." (31) Mr. Ramsay devastates his wife's emotions.   Because of a little lie, the temperamental Mr. Ramsay hurts, if not kills, Mrs. Ramsay's emotions.   Still, right after the incident, Mr. Ramsay self-reflects and   "[he was] ashamed of that petulance [that he brought to his wife]." (32) Mr. Ramsay understands and regrets the sorrow he brought on Mrs. Ramsay.   He sympathizes with her and is "ashamed" for what he had done.   Mr. Ramsay wants to appease his wife and make her happy as a result of the torment that he inflicted on her.   Next, Woolf again illustrates Mr. Ramsay's insensitive dimension when Mr. Ramsay makes Mrs. Ramsay "bend her head as if to let the pelt of jagged hail, the drench of dirty water, bespatter her unrebuked." (32) Mr. Ramsay is heartless to his wife's feelings; it is as if he enjoys "drenching" Mrs. Ramsay and enjoys seeing her in mental anguish.   However, Woolf later contrasts the callous Mr. Ramsay with a more sensitive and caring Mr. Ramsay:   So stiffened and composed the lines of her face in a habit of sternness that when her husband passed†¦ he could not help noting, the sternness at the heart of her beauty.   It saddened him, and her remoteness pained him. (64)      Therefore, here Mr. Ramsay is portrayed as a sympathetic and caring husband that is "pained" by the expression of sorrow on his wife's face.   Mr. Ramsay is sensitive to his wife's feelings and desires her well-being.

Bruce Dawe “Weapons training” Essay

Bruce Dawe is an Australian born poet that lived during the time of the Vietnam War. He lived through a changing time of social unrest, consumerism, and feminism, and it was all reflected in his poetry. His poetry revolves around the opinions of a society that didn’t agree with politics and created their own culture. The Vietnam War was controversial, as many argued involvement was unnecessary. Bruce did not agree with choices made by hierarchy in regards to the War, and expressed his beliefs through writing. Weapons training and homecoming are both poems that argue against the success of the Vietnam war by using strong imagery to bring the readers emotions into play. Bruce Dawes poem ‘Weapons Training’ is a piece written about experiences of the Vietnam War in an interesting and unconventional way. The poem is written to give the public an idea of what it may be like as a soldier when being addressed to by an instructor. Rather writing a traditional poem with organised sentences devised with proper punctuation and grammatically correct phrases, he uses a predominant amount of slang to carry the tone of the unmannerly instructor. The way Bruce Dawe has refused the typical way of writing further casts a reflection of society’s behaviour at the time. The poem is an example of a sergeant dressing down a squad of recently enlisted recruits for the Vietnam War. References to â€Å"mob of little yellows†, â€Å"a pack of Charlies† and â€Å"their rotten fish-sauce breath† suggest of in-built war propaganda.

Essays by American Minorities Essay

1. The Age of White Guilt by: Shelby Steele In this essay written by African American Shelby Steele, he tells of the hard times of his people. He leads the reader through his experiences in the civil rights movement and compares the life of an African American in the 1960’s and one in the present day. He writes that African Americans today would have to use ever ounce of their intelligence and imagination to find reasons for them not to succeed in today’s society. He goes on to say that African Americans use the harm done for them in the past and try to use it as guilt for the white Americans. It goes on to explain the importance in fighting for a cause in a group and not breaking off as individuals. 2. I’m Black, your white, who’s innocent? By: Shelby Steele In this essay by Shelby Steele, he tells about the inequality of blacks even in today’s society. I think it also shows the tenderness in the subject of racism and inequality even today. He also writes of how he used to use white liability against white Americans and how it gave him much guilt. He also tells how young African Americans still blame racial problems to be the motivation of many things done by African Americans. He says that an African American that points out white shame is showing power and that when whites respond with silence that that is also a gesture of power. He ends with saying that that whites and blacks truly fear the sacrifices that come with total racial harmony. 3. I hated Tonto by: Sherman Alexie In this essay written by Native American Sherman Alexie, he points out the racial stereotypes that accompany the Native Americans that were given to them by America and the rest of the world. He tells of how he used to accept the racial stereotypes of his people when he was a kid but now he understands how embarrassing the stereotypes were. 4. Why don’t we complain by: William Buckley This essay by William Buckley tells of the difficulties of society and how, instead of taking action when we are mistreated, we just stand by and let the violators have their way. It also tells of how people often wait on others to take action instead on doing so themselves. He says this is because we are afraid to make our voices heard and afraid that someone will get their feelings hurt. He also says that when we do complain, we shouldn’t do so in a calm voice like you are scared but in a bold, demanding voice that lets the person know that you mean business. He says that Americans are not comfortable taking actions in difficult situations because we live in an age of technology where we rely on machines and computers to do things for us, but in earlier times, if we needed something we got up and did it. 5. Just Walk on By by: Brent Staples This essay written by Brent Staples tells of the first time the author experienced a negative reaction from someone just because he was black. He tells of how he noticed signs of fear when people saw him and realized that most of Chicago’s rapists and muggers were black and that his appearance could cause fear. He tells of how society tells us that we should be tough and shouldn’t back down and how some young men take this literally and get into trouble. Essays on the Use and Power of English 1. Politics in the English Language by: George Orwell This essay written by George Orwell tells of the inaccurate and misuse of the English language in today’s society. He says that instead of â€Å"foolish thoughts† coming from language, language comes from foolish thoughts. He also says that metaphors and other types of figurative language used today do not lead to concrete ideas. He says that vagueness is the most common characteristic of the English language. 2. How English is Evolving into a Language we might not understand by: Michael Erard This essay by Michael Erard tells of how the English language is being used in many other countries including China but is not being thoroughly explained which leads to misuse of words and different pronunciations. He tells of how China and other Asian countries are making changes to the languages such as pronunciation of vowels and words. He also says that Asians will introduce tone to the English language which means if a word is pronounced with a different tone it means a different word. He tells the reader that there is nothing wrong with the language and it is just as proper as any other English and that it might even be more efficient. 3. Do Our Writers Abuse the English Language? by: Dr. Rossiter Johnson This essay written by Dr. Rossiter Johnson tells of the criticism from our cousins the English against American writers. It tells of how the British criticism is accompanied by their idea of our ignorance. It tells that the British believe that there is no way that American writers can possibly improve when it comes to proper use of the English language. Johnson then points out some British writers that have misused the language such as Grey and Dean Alford. He tells of the words of Sydney Smith, a British critic that said who reads American books? Who goes to an American play? Who looks at an American picture or statue? Who sleeps in American blankets? What do we owe to American surgeons and physicians? He responds to these words by telling of how Americans have surpassed these accomplishments and have proved Smith wrong. 4. Importance of English in India by: Rajesh Mohan. This essay by Rajesh Mohan is about the role of the English language in India and how it is the language that bonds all the other languages together in the Indian sub continent. The reason English bonds these regions together is because everyone understands it and so that makes it a common language to everyone. It also tells of how English is good for countries who are trying to expand and grow and that Indians recommend other countries to learn English. 5. How English Became a Global Language by: Jennifer Claerr This essay by Jennifer Claerr tells how English has become one of the most commonly spoken languages in the world. She says it is mostly because of its effectiveness. She says that the other reason the world is comfortable with English is because it uses a Romanic alphabet which is easier for Easterners to grasp than other alphabets. The English language is used heavily in television, movies, products, ads, and everything else that many non native speakers feel that they should learn it. So in conclusion this is the reason that English has over 1 billion speakers both native and non native.

Self Essay Example

Self Essay Example Self Essay Self Essay My name is Kellee Layne Benjamin, and I will be twenty-three years old on February 4th, 2010. I was born and raised as a mid-western in Columbus, Ohio. I grew up with a large family of all sisters, half sisters, step sisters and one brother totaling eleven children. I was one of the younger, but considered to be the middle because of the age ranges between all of us. I grew up with seven siblings including myself, and the other four siblings were grown and had kids already. I lived in a small suburb of Columbus called Westerville.Westerville is a place where everyone knows everyone, even though they had four major high schools within this small town. Westerville is a very friendly place, where not a lot of crimes were committed. Westerville was â€Å"dry† my whole life growing up, but has recently changed so that they sell alcohol in certain markets around town. Because I grew up with such a large family in such a small town, at the age of seventeen, I was ready for a big chan ge! I had been dating my boyfriend for a year now, already graduated from High School, and wanted to move anywhere outside of Ohio.I made a set plan to move out of state but wasn’t sure where I wanted to go just yet. I started working full time as a manager for a dry cleaners for about a year. I saved up as much money as I could by living rent free with my parents. We both made the decision together to go to California, but where in California would we re-locate to? Many people brought up San Diego and told us how great of a place it is to visit, so we targeted San Diego and left town about five years ago and drove cross country.When I got to San Diego after a long five day drive, I instantly fell in love with the city! I began going to Mesa College about 2 in a half years ago, when I decided I wanted to have an education that would back up any career I choose. I have changed my major probably a handful of times, and have finally decided that I am going to major in Nutrition and Fitness. I love working out and thought to myself â€Å"Well if this is something you love to do, why not do something you love and get paid for it all at the same time? I am currently studying one class that is going to count towards my major and I absolutely love the class. It is PE 242, Sports Injury Prevention and Management. I am excited to continue my journey through this major and learn more about my upcoming profession! This will be my second time taking English 101, not that I failed it once before, but because I had a horrible experience with my last professor. He laughed in my face in front of the whole class about a paper I had worked so very hard on writing.I hope that taking an online course will help me build my confidence with my writing and comprehension of my readings, because I will be able to communicate better through chatting and emails, rather than doing so in person. I tend to be more shy, and not ask as many questions as I should, or express myself how I should because I am embarrassed or shy. This is also my first online class I have ever taken, so I hope this course continues on a positive note so that I can take more online classes in the futur

World War II Memorial in Washington D.C.

World War II Memorial in Washington D.C. After years of discussion and over half a century of waiting, the United States has finally honored the Americans who helped fight World War II with a memorial. The World War II Memorial, which opened to the public on April 29, 2004, is located at what was once the Rainbow Pool, centered between the Lincoln Memorial and the Washington Monument. The Idea The idea of a WWII Memorial in Washington DC was first brought to Congress in 1987 by ​Representative Marcy Kaptur (D-Ohio) at the suggestion of World War II veteran Roger Dubin. After several years of discussion and additional legislation, President Bill Clinton signed Public Law 103-32 on May 25, 1993, authorizing the American Battle Monuments Commission (ABMC) to establish a WWII Memorial. In 1995, seven sites were discussed for the Memorial. Though the Constitution Gardens site was initially selected, it was later decided that it was not a prominent enough location for a memorial commemorating such an important event in history. After more research and discussion, the Rainbow Pool site was agreed upon. The Design In 1996, a two-stage design competition was opened. Out of 400 preliminary designs entered, six were chosen to compete in the second stage which required review by a design jury. After careful review, the design by architect Friedrich St. Florian was chosen. St. Florians design consisted of the Rainbow Pool (lowered and reduced in size by 15 percent) in a sunken plaza, surrounded in a circular pattern with 56 pillars (each 17-feet-high) which represent the unity of the U.S. states and territories during the war. Visitors would enter the sunken plaza on ramps which will pass by two giant arches (each 41-feet tall) that represent the two fronts of the war. Inside, there would be a Freedom Wall covered with 4,000 gold stars, each representing 100 Americans that died during World War II. A sculpture by Ray Kasky would be placed in the middle of the Rainbow Pool and two fountains would send water more than 30-feet into the air. The Funds Needed The 7.4 acre WWII Memorial was estimated to cost a total of $175 million to build, which includes future estimated maintenance fees. World War II veteran and Senator Bob Dole and Fed-Ex founder Frederick W. Smith were the national co-chairmen of the fund-raising campaign. Amazingly, approximately $195 million was collected, almost all from private contributions. Controversy Unfortunately, there has been some criticism over the Memorial. Though the critics were in favor of a WWII Memorial, they strongly opposed its location. The critics formed the National Coalition to Save Our Mall in order to stop the construction of the Memorial at the Rainbow Pool. They argued that placing the Memorial at that location destroys the historic view between the Lincoln Memorial and the Washington Monument. Construction On November 11, 2000, Veterans Day, there was a ground-breaking ceremony held on the National Mall. Senator Bob Dole, actor Tom Hanks, President Bill Clinton, a 101-year-old mother of a fallen soldier, and 7,000 others attended the ceremony. War-era songs were played by the U.S. Army Band, clips of war-time footage were shown on large screens, and a computerized 3-D walkthrough of the Memorial was available. Actual construction of the Memorial began in September 2001. Constructed of mostly bronze and granite, the construction took three years to complete. On Thursday, April 29, 2004, the site first opened to the public. The formal dedication of the Memorial was held on May 29, 2004. The World War II Memorial honors the 16 million men and women who served in the U.S. armed services, the 400,000 who died in the war, and the millions of Americans who supported the war on the home front.

Management Functions of (whatever company you desire that makes it Essay

Management Functions of (whatever company you desire that makes it easier for you) - Essay Example cruiting, developing and rewarding individuals which comes under the function of Staffing while Directing is taken to be the process of influencing employees’ behavior through communication, motivation, leadership and discipline. The purpose of Controlling is setting the performance bar for not only the employees but also the company’s objectives and actual accomplishments. Even a successful conglomerate such as General Electric (GE) with more than 300,000 employees engaged in 11 technology, services and financial businesses across 160 countries has been focusing and improving on these basic management functions for almost 130 years and continues till date (GE, 2006). It is these very functions that have brought them the success and appreciation which is seen today (Colvin, 2006). For all aspects of management and the basic principles which a company follows as it conducts its business, a mission statement is quite important (Hellriegel, 2004). GE does not have a stereotypical vision/mission statement to consider as part of their planning function. They appear to believe very strongly in what they call ‘company values’ which is a combined vision-mission statement stated as imagine, solve, build and lead (GE, 2006). These four values interconnect with each other and help build products/services which are winners (Welch, 2005). A vision cannot be complete if it does not have leadership and the management functions of GE emphasize good leadership very strongly. GE Commercial Finance, Infrastructure, Healthcare, Industrial, Consumer Finance and NBC Universal make up the six broad-based industry segments to put together their combined 11 organizations. To name just a few, the GE divisions offer several consumer and commercial financing programs, water, aviation, medical information technologies, television channels and other entertainment to meet an array of human needs worldwide (GE, 2006). The organization of these business areas would not have been