Concepts And Process Of Marketing Essay - 3237 Words

Contents Introduction 3 Task-1 Understand the concept and process of marketing 3 1.1 Explain the various elements of the marketing process. 3 1.2 Evaluate the benefits and costs of a marketing orientation for a selected organization 4 Tesk-2 Be able to use the concepts of segmentation, targeting and positioning 5 2.1 Show macro and micro environmental factors which influence marketing decisions. 5 2.2 Propose segmentation criteria to be used for products in different markets. 6 2.3 Choose a targeting strategy for a selected product/service 7 2.4 Demonstrate how buyer behavior affects marketing activities in different buying situations 7 2.5 Propose new positioning for a selected product/service 8 Task-3 Understand the individual elements of the extended marketing mix 8 3.1 Explain how products are developed to sustain competitive advantage 9 3.2 Explain how distribution is arranged to provide customer convenience 9 3.3 Explain how prices are set to reflect an organization’s objectives and market conditions 10 3.4 Illustrate how promotional activity is integrated to achieve marketing objectives 10 3.5 Analyze the additional elements of the extended marketing mix 11 Task-4 be able to use the marketing mix in different contexts 12 4.1 Plan marketing mixes for two different segments in consumer markets 12 4.2 Illustrate differences in marketing products and services to businesses rather than consumers 13 4.3 Show how and why international marketingShow MoreRelatedConcepts And Process Of Marketing Essay1222 Words   |  5 PagesMarketing is paraphrased from memory of an understanding business. The term marketing refers to describe the total of works included in the transfer of goods from the seller or the producer to the customer or buyer, consisting of shipping, advertising, selling storing. As the Kaffel ltd develops in the age of technology it is important for us to understand marketing q its place in the world. Understanding applying the principles will be profitable to the businessman the layperson. Task-1Read MoreThe Concept And Process Of Marketing Essay932 Words   |  4 Pages1. The Concept and Process of Marketing Marketing can be characterized as a mix of behavioural and management sciences which are driven by instinct, imagination, motivation and transformation. An experimental methodology is needed by marketing to outline more up to date items. It requires expertise for recognizing new channels. Marketing additionally provide a broad certain idea which gives an individual the capacity to make an interpretation of thought without hesitation. Elements of the MarketingRead MoreConcepts And Process Of Marketing Essay3236 Words   |  13 Pages â€Æ' Table of Contents Introduction 3 Task-1 Understand the concept and process of marketing 3 1.1 Explain the various elements of the marketing process. 3 1.2 Evaluate the benefits and costs of a marketing orientation for a selected organization 4 Tesk-2 Be able to use the concepts of segmentation, targeting and positioning 5 2.1 Show macro and micro environmental factors which influence marketing decisions. 5 2.2 Propose segmentation criteria to be used for products in differentRead MoreConcepts And Process Of Marketing4005 Words   |  17 PagesTask 1: Understand the concept and process of marketing (LO 1) 1.1 Explain the various elements of the marketing process Marketing comprises of creating value for customers and building a strong customer relationship in order to capture value from consumers in return. Another way to simplify marketing is that if business is all about the customers and money and the art of influencing one to part from the other, then marketing is all about finding the right people to persuade. Increasing the consumersRead MoreMarketing Concept and Process Essay927 Words   |  4 PagesMarketing concept and process Assignment Introduction In this assignment I will be explaining the general definitions of marketing and the concept and process of marketing. Marketing can be define in many different ways but all of them have the same point, Marketing is the process by which companies determine what products or services may be of interest to customers, and the strategy to use in sales, communications and business development. It generates the strategy that underlies sales techniquesRead MoreA Study Exploring The Concepts And Process Of Marketing4603 Words   |  19 PagesAspect of the Marketing Principles in Business Title of the Course: Higher National Diploma (HND) in Business Title of the Module: Marketing Principles Name of the Student: Student ID: Date of the Submission: Contents Introduction: 2 Executive Summary: 2 LO1: Understand the concept and process of Marketing: 3 1.1Explain the various elements of the marketing process: 3 1.2 Evaluate the benefits and cost of marketing orientation for Tesco: 4 LO2: Be able to use the concepts of segmentationRead MoreTASK1 Marketing Concept and Process 1.1: Marketing and Various Elements of Marketing700 Words   |  3 PagesTASK1 Marketing Concept and Process 1.1: Marketing and Various Elements of Marketing Process Several authors are explained about marking in a different ways. According to Kotler and Armstrong â€Å"Marketing is the social process by which individuals and groups obtain what they need and want through creating and exchanging products and value with others† and Marketing is the process of analyzing marketing opportunities, selecting target markets, developing the marketing mix and managing the marketing effortRead MoreNike and the Concept of Integrated Marketing Communications894 Words   |  4 PagesNike and the Concept of IMC: The concept of Integrated Marketing Communications is an important factor whose essence is achievement of the need for a holistic approach in the implementation of the tools of marketing communication. The concept can be described as the coordination and integration of every marketing communication tool, source, function, and avenue within an organization into a flawless program that capitalizes the effect of customers and other users at minimal costs. The significanceRead MoreThe Smell Based Alarm Clock855 Words   |  4 Pages†¨Nature and Scope of Marketing Marketing is a process of communication between an organization and its customers, which aims at satisfying the customer while maximizing the organizations benefit. It is essentially a process of value creation and exchange. Marketing covers a wide range of activities including identification of consumer needs, product development, promotion, pricing and place (Palmer, 2012). Marketing consists of different concepts and tools. Concepts and tools of Marketing One of the keyRead MoreManagement Functions And Functions Of Management1381 Words   |  6 Pagesthrough the process of planning , organizing, directing and controlling in order to attain stated objectives† ---- F.W.Taylor From the definitions provided above we can say that, management is a process of getting things done with the aim of achieving goals effectively and efficiently. Management consists of five functions namely: ïÆ'Ëœ Planning ïÆ'Ëœ Organizing ïÆ'Ëœ Staffing ïÆ'Ëœ Directing ïÆ'Ëœ Controlling INTRODUCTION TO MARKETING MANAGEMENT Earlier there was no difference between marketing and selling

Poliomyelitis in Nigeria - 1712 Words

Introduction For Nigeria, the polio virus is still around in the country because of purely religious reasons. A section of the country, precisely the northern axis spurned a theory that the polio vaccine was fertility control tool of the west. Nothing could be further from the truth! But for intervention of senior clerics and prominent politicians from the area, there would have a standstill in the eradication efforts. To worsen matters, damage had been done by the time of the intervention as a case from caused Sudan which had been free to be re-infected again. And the world was back to square 1 in polio eradication efforts! The world is not resting on its oars and efforts mainly in the form polio eradication campaigns and conferences. One of such conferences held in the Nigerian capital, Abuja where stock taking of Nigeria`s polio situation (and by extension polio situation worldwide since Nigeria is one of last places polio is yet to eradicated) (BBC Focus on Africa programme, Apri l 28,2014). That conference informed participant and the whole world of the progress the country was making. It emerged that Nigeria recorded only two cases in the last year which was an improvement on early figures. Furthermore, the World Health Organisation (WHO) issued the most radical directive when it imposed travel restrictions on individuals from Pakistan advising that travellers from the Asian country prove full polio vaccination before they could travelShow MoreRelatedWhat Is Poliomyelitis?1564 Words   |  6 PagesWHAT IS POLIO? Poliomyelitis or polio, is highly contagious viral infection that can lead to abnormal conditions such as paralysis, breathing problems, or even lead to death. The poliomyelitis is from the word â€Å"grey†, myelos referencing to the â€Å"matter† of the spinal cord, -itis meaning inflammation. So it means the inflammation of the grey matter of the spinal cord. Poliomyelitis can be categorize as either asymptomatic or symptomatic. AboutRead MoreA Brief Look at Poliomyelitis1377 Words   |  5 PagesINTRODUCTION Poliomyelitis is often called polio, this polio is an acute infectious disease caused by a virus which can spread from person to person via the fecal- oral route. The term poliomyelitis means inflammation of the spinal cord of the grey matter. In severe poliomyelitis infection it can expand to the brainstem. Polio is so contagious that anyone living with a person that is recently affected can spread the virus for weeks in their feces. It invades the nervous system and spread withinRead MoreOutline Of A Program On Immunization3109 Words   |  13 PagesPerspectives on the expanded program on immunization in the quest to eradicate polio in Nigeria: A comparative evaluation. Word count: 2,559. Introduction Poliomyelitis also referred to as polio or infantile paralysis is a highly infectious yet preventable viral infection (WHO 2014). It is caused by a human virus of the enterovirus subgroup called the poliovirus; a member of the picornaviridae family (GPEI 2015a, Atkinson et al., 2009). Three subtypes of the poliovirus exist: P1, P2 and P3. ImmunityRead MoreA Brief Look at Polio1848 Words   |  7 Pagesthe lower motor neurons in the anterior horn of the spinal cord. Respiratory paralysis may occur, following infection of brainstem known as paralytic poliomyelitis. Nonparalytic poliomyelitis may also occur; in which, symptoms are indistinguishable from aseptic meningitis caused by other enteroviruses and photophobia. Sometimes abortive poliomyelitis occurs, causing minor nonspecific symptoms of headache, sore throat, nausea, fever and malaise. Some polio patients never fully regain use of their limbsRead MoreThe Epidemic Of Polio During The Egyptian Era1586 Words   |  7 Pagesunti l research skills and technology accessibility improved that scientists were able to grasp the idea that it was all caused by the Poliomyelitis virus. Polio began ravaging through the world in the twentieth century, crippling children, and, even after the discovery of numerous vaccines, is still relentless enough that it infects children today. Poliomyelitis, also called â€Å"infantile paralysis† (Swanson 1), is a virus that has been around for over 3,000 years, but had troubled scientists rightRead MoreHow Poliomyelitis Is A Contagious And Aggressive Virus1196 Words   |  5 PagesPoliomyelitis is a highly contagious and aggressive virus which attacks motor neurones attached to the spinal chord and brainstem. There is no cure for Polio however there is a vaccine which contains a mixture of live and weakened strains of the three types of polio; Bulbar polio, spinal polio and bulbospinal polio. Poliomyelitis is an aggressive virus which is able to pass through the three line of defence. It is passed through the first line by the faecal/oral route and enters the bloodstream.Read MoreTaking a Look at Infantile Paralysis2074 Words   |  8 PagesINTRODUCTION Poliomyelitis also called Polio or infantile paralysis describes an acute viral infectious disease which is generally transmitted by the oral fecal route. The condition is characterized by the downwards flexed foot, withered limbs associated with muscle atrophy following the loss of motor innervations in the limb. The symptoms, location, extent and persistence of the paralysis caused depends on the degree of the damage to the anterior horn neurons and the number of neurons affected.Read MoreA Brief Look at Polio1444 Words   |  6 PagesINTRODUCTION Polio or poliomyelitis was derived from the Greek words â€Å"polio† meaning grey and â€Å"myelos† meaning marrow which refers to the grey matter of the spinal cord and ‘itis’ meaning inflammation; therefore poliomyelitis is inflammation of grey matter of the spinal cord (www.wikipedia.com). It is a viral disease caused by the polio virus which belongs to the enterovirus genus; enterovirus because it infects and replicates in the intestinal epithelial and lymphoid (tonsils, Peyer’s patches) cellsRead MoreOutline Of A Child Immunization1072 Words   |  5 PagesDiseases Becoming More Prevalent in Children Vaccines are crucial in a child s life. Immunizations and vaccines help prevent future diseases such as pneumonia, polio, and HPV. Polio is a disease that can cause paralysis (Poliomyelitis). This disease is most commonly found in Nigeria, Pakistan, and Afghanistan (Childhood). One out of every five children in Pakistan don t have their necessary vaccines and immunizations (Childhood). In rural areas 2/3 of their children don t get their vaccinations (Childhood)Read MoreTaking a Look at Polio1546 Words   |  6 PagesINTRODUCTION Polio (poliomyelitis) is a viral disease also referred to as infantile paralysis. It is an infectious, potentially fatal disease for which there is no known existing cure. This paper discusses the causes, transmission, symptoms and prevention of polio. Further, it addresses the challenges involved in eradicating Polio and suggests efforts to wipe out this disease. The word â€Å"poliomyelitis† is derived from the Greek word, ‘polios’, meaning grey, and myelà ³s for â€Å"marrow†, which refers

Their Eyes Were Watching God Book free essay sample

Their Eyess Were Watching God: Book Review Essay, Research Paper Book Review Their Eyes Were Watching God by Zora Neale Hurston was set in Florida in the late 1930 s. The chief character, Janie, is a black adult female in a clip when racism was outstanding, though this isnot the focal point of the narrative. It was more about her personal victory as a adult female who was born ofa white male parent and a black female parent. Her female parent was raped and left shortly after she was born, seting her in the attention of her grandma. Her first hubby, Logan Killicks shows her noattention or love from the beginning of their matrimony. Janie is married to him at a really youngage, and does it because it is what her grandma has told her to make, and non because it is whatshe wants to make. She shortly leaves Logan for Joe Starks. We will write a custom essay sample on Their Eyes Were Watching God Book or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The two move to a little town whereJoe, whom she calls Jody, is the city manager. They open up a little general shop and are able to enjoythe finer things, such as fancy ptyalizing pots, because they are so outstanding in their town. After awhile though, things change between the two. Joe becomes genitive, coercing Janie to whereher hair up, and finally he tells her she is old and no 1 will desire her due to his insecuritieswith turning older. Even when Joe is on his decease bed the two are unable to accommodate theirdifferences, so when Joe dies, Janie s sorrowing period is non long, though she pretends it is to keepthe people of the town happy. Her following and concluding hubby, Vergible Forests, whom she lovinglyrefers to as Tea Cake is the hubby she finally finds love with. Through their battles, TeaCake loves Janie, as she does him, and he is the merely of the three hubbies that she uses the termlove in mention to. One of the subjects of this narrative is love. Janie goes thro ugh three different relationships and isfinally able to happen felicity with the last 1. Besides, strength is another subject of this book. Shehas the strength to walk off from one matrimony and take portion in another even though the peopleof her town have a alert oculus on her because they do non believe she has mourned long plenty. Several times in the narrative she sta nds up to her husbands. For example, after enduring endlessridicule from Joe, she finally has the encourage to tell him that he needs to look at himself becausehe is far from perfect. This is a sign if strength for a woman of this time period. Another theme,although not a main one, was the issue of racism. Several times the word nigger is used, and onewoman particularly, Mrs. Turner, thinks that she is better than everyone because although she isblack, she has white features. The characters in this book are what made it so great. They spoke in a certain dialect whichmade the book more believable. Also, the author used a lot of symbols. In the beginning, shecompares Janie with a blossom because she is becoming a woman just as the blossom is becominga flower. Also, she compares a rabid dog with death because, although it did not kill her, it waswhat ultimately killed Tea Cake. The plot of the story was also wonderful because instead of aJanie being a character who the reader pities b ecause she is a black oppressed woman, she is onethe reader can look up to and respect for her strengths and triumphs. There was not anything about this book I would change. The ending was sad, but that madethe story seem more believable. The reader was able to accompany Janie through the hardships ofher life, but also enjoy the good times with her. This is why anyone who enjoys learning a littlehistory while at the same time sharing in the heartbreak and happiness of an interesting charactershould read this book. Historically, it painted a vivid, accurate picture of what life was like duringthis time. It also provided an outlook into the social aspects of this time by explaining howwomen and blacks were treated. This is defiantly a four star book. It was historically accurate, interesting and it had many greatquotes and phrases that added to the depth of the book. It gives the reader a different perspectiveon many things because I will never know what it is like to live as a black woman. This bookallowed me to see how it could have been, had I lived back then, and been in Janie s situation. This book should be read and enjoyed by all.

The Snapper Essays - Roddy Doyle, The Snapper, The Van,

The Snapper Roddy Doyle. Title: The Snapper (Snapper stands for a baby, child, kid, which is the main matter of the book. The story evolves around the pregnancy of the main character. But to snap means you change moods very easily, beeause of the hormonal changes during a pregnancy. Information about the book: This book was first printed in 1990. My copy: Blackbird, 183 pages. Publisher: Wolters Noordhoff. Biography: Roddy Doyle was born in 1958 in Dublin and has grown up there, in Kilbarrack, to be precise. Kilbarrack is a suburb in the north of Dublin, close to the sea. He was a Geography and English teacher there and thus stayed in touch with all generations of his neighbourhood. He loves that part of town and knows that inside the aggressive, foul mouthed, drunken eejits there is (more often than not) a heart of gold. At one point Doyle felt that the only way to express his true love and sympathy for the suffering people around them was to write about them. His first book The Commitments was made into a very succesful movie by Alan Parker and it helped to establish Roddy Doyle's reputation as a writer of best- sellers Bibliography: The Commitments (1987). The Snapper (1990) The Van (1991). Paddy Clake Ha Ha Ha (1993). The Woman Who Walked into Doors (1996). Genre: lt's a novel about a working-class family which has to deal with the pregnancy of the daughter. Motto: This book is delicated to Belinda Characters: Main Characters. -Sharon, a girl being pregnant and giving birth to a child of a married man from the neighbourhood. -George Burgess, the father of Sharon's child. -Veronica, the mother of Sharon. -Jimmy sr, Sharon's father. Minor Characters -Jimmy jr, Sharon's brother who has decided to be a famous discjockey. -Tracy, Linda (= twins), Darren and Les, the rest of Sharon's brothers and sisters. -Yvonne, Jackie and Mary, these are the best friends of Sharon, with whom she spends quite a lot of their time (and money) in a pub, getting ?pissed? (=drunk) -Paddy, Bertie and Bimbo, the pals of Jimmy sr. Ordering of time: The story is built up very simple, it is told chronologically. Setting: The setting, like most of Doyle's work, is a suburb exactly like the one he lives in himself. He calls it Barrytown, and it is a working class-suburb with tiny houses, lots of children in the streets, unemployment and heavy drinking (barry means happy in Irish). Narration: The story is told by the omniscient point of view, so the reader gets an insight in what the characters are thinking and feeling, or when Sharon is feeling pain or sickness during her pregnancy, or when Jimmy sr. was mad at Sharon because she was pregnant and wouldn't tell him who the father was. Language: The English being used by the characters is mostly Irish dialect, which means that they pronounce ?jezus? like ?jayses?, and they use lots of insulting words. You could say they speak slang. Theme: In Barrytown excists a great sense of togetherness both within the family and in the local community, but sometimes things happens which can cause a divide. Sharon getting pregnant of a married man and not telling who he was, is an example of such an event. The book could also be entitled as: ?Nine months in the life of a family in a Dublin suburb?. Plot/outline: The Rabibitte family lives in Barrytown, a north-Dublin suburb. One day, after dinner, Sharon Rabbitte tells her parents that she is pregnant. The father and Sharon are having a big row, because she refuses to tell who the father of the child is. Sharon goes to buy a book which describes the details of pregnancy. When she is in her 1 l th week signs start to show. The time has come to tell her friends, but she keeps postponing it, because she knew they would ask who the father is. Her friends are sympathetic and delighted for her. One night Bimbo, a pal of Jimmy sr, told him that he heard that George Burgess said that Sharon was a great little ride. Jimmy sr. was furious and wanted to crease him. When

Ford Hospital Essays

Ford Hospital Essays Ford Hospital Essays Ford Hospital Frida Kahlo was a painter during the early twentieth century that used a frequent amount of symbolism in her pieces of work. This particular painting was created during the time that Frida and her husband, Diego Rivera, were living in Detroit, Michigan. Many of Frida’s paintings portray numerous symbols that relate to her inability to produce children due to a bus accident that injured her reproductive organs. In the first image, one can see that the painting is a young Frida Kahlo lying in a bed with six images surrounding her and they all connect back to the woman. This arrangement â€Å"closely resembles a Mexican retablo or votive painting† (Esaak). The young woman in the painting is the artist Frida lying in a hospital bed right after her second miscarriage. One can see that the blood on the sheets around Frida’s reproductive area may symbolize the recent miscarriage she has suffered. There is a small tear coming from Frida’s eye that is barely visible; this represents the pain within Frida because she realized she will never be able to carry a child to term. The single tear seen in the painting coming from someone can also be found in pieces of work with Jesus Christ or a martyred saint (Esaak). The six images surrounding Frida are all connected to her and symbolize infertility in their own way. One of the major images someone will notice first in the painting is â€Å"the fetus Dieguito, which means little Diego, who will never exist† (Esaak). The snail in the upper right corner represents the slow and painful process Frida has had to endure through the miscarriages (Esaak). The medical instrument in the lower left corner implicates the medical procedures and impersonality’s experienced by Frida (Esaak). There are two images that show â€Å"a pelvis and the side view of a female anatomy† symbolizes the part of Frida’s body that is broke and will not allow her to carry a child (Esaak). The last image, â€Å"the orchid is real, a gift from Diego† that simply illustrates his sympathy (Esaak). The fact that the orchid is wilted could represent the sadness that goes along with the loss of their baby. All of the images are connected back to Frida by an umbilical cord which symbolizes that all the images are related to Frida through this miscarriage (Esaak). The bed that Frida

Battle of Wauhatchie in the Civil War

Battle of Wauhatchie in the Civil War fBattle of Wauhatchie - Conflict Dates: The Battle of Wauhatchie was fought October 28-29, 1863, during the American Civil War (1861-1865).   Armies Commanders: Union Major General Joseph HookerBrigadier General John W. Geary3 divisions Confederate Lieutenant General James Longstreet1 division Battle of Wauhatchie - Background: Following the defeat at the Battle of Chickamauga, the Army of the Cumberland retreated north to Chattanooga.  There Major General William S. Rosecrans and his command were besieged by General Braxton Braggs Army of Tennessee.  With the situation deteriorating, the Union XI and XII Corps were detached from the Army of the Potomac in Virginia and sent west under the leadership of Major General Joseph Hooker.  In addition, Major General Ulysses S. Grant received orders to come east from Vicksburg with part of his army and assume command over all Union troops around Chattanooga.  Overseeing the newly-created Military Division of the Mississippi, Grant relieved Rosecrans and replaced him with Major General George H. Thomas.   Battle of Wauhatchie - Cracker Line: Assessing the situation, Grant implemented a plan devised by Brigadier General William F. Baldy Smith for reopening a supply line to Chattanooga.  Dubbed the Cracker Line, this called for Union supply boats to land cargo at Kelleys Ferry on the Tennessee River.  It would then move east to Wauhatchie Station and up Lookout Valley to Browns Ferry.  From there goods would re-cross the river and move over Moccasin Point to Chattanooga.  To secure this route, Smith would establish a bridgehead at Browns Ferry while Hooker moved overland from Bridgeport to the west (Map).   Though Bragg was unaware of the Union plan, he directed Lieutenant General James Longstreet, whose men held the Confederate left, to occupy Lookout Valley.  This directive was ignored by Longstreet whose men remained on Lookout Mountain to the east.  Before dawn on October 27, Smith successfully secured Browns Ferry with two brigades led by Brigadier Generals William B. Hazen and John B. Turchin.  Alerted to their arrival, Colonel William B. Oates of the 15th Alabama attempted a counterattack but was unable to dislodge the Union troops.  Advancing with three divisions from his command, Hooker reached Lookout Valley on October 28.  Their arrival surprised Bragg and Longstreet who were having a conference on Lookout Mountain.  Ã‚   Battle of Wauhatchie - The Confederate Plan: Reaching Wauhatchie Station on the Nashville Chattanooga Railroad, Hooker detached Brigadier General John W. Gearys division and proceeded north to encamp at Browns Ferry.  Due to a shortage of rolling stock, Gearys division had been reduced by a brigade and was only supported by the four guns of Knaps Battery (Battery E, Pennsylvania Light Artillery).  Recognizing the threat posed by Union forces in the valley, Bragg directed Longstreet to attack.  After assessing the Hookers deployments, Longstreet determined to move against Gearys isolated force at Wauhatchie.  To accomplish this, he ordered Brigadier General Micah Jenkins division to strike after dark.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moving out, Jenkins sent the brigades of Brigadier Generals Evander Law and Jerome Robertson to occupy high ground south of Browns Ferry.  This force was tasked with preventing Hooker from marching south to aid Geary.  To the south, Brigadier General Henry Bennings brigade of Georgians was directed to hold a bridge over Lookout Creek and act as a reserve force.  For the assault against the Union position at Wauhatchie, Jenkins assigned Colonel John Brattons brigade of South Carolinians.  At Wauhatchie, Geary, concerned about being isolated, posted Knaps Battery on a small knoll and ordered his men to sleep with their weapons at hand.  The 29th Pennsylvania from Colonel George Cobhams brigade provided pickets for the entire division. Battle of Wauhatchie - First Contact: Around 10:30 PM, the lead elements of Brattons brigade engaged the Union pickets.  Approaching Wauhatchie, Bratton ordered the Palmetto Sharpshooters to move east of the railroad embankment in an attempt to flank Gearys line.  The 2nd, 1st, and 5th South Carolinas extended the Confederate line west of the tracks.  These movements took time in the darkness and it was not until 12:30 AM that Bratton commenced his assault.  Slowing the enemy, the pickets from the 29th Pennsylvania bought Geary time to form his lines.  While the 149th and 78th New Yorks from Brigadier General George S. Greenes brigade took a position along the railroad embankment facing east, Cobhams remaining two regiments, the 111th and 109th Pennsylvanias, extended the line west from the tracks (Map).  Ã‚   Battle of Wauhatchie - Fighting in the Dark: Attacking, the 2nd South Carolina quickly sustained heavy losses from both the Union infantry and Knaps Battery.  Hampered by the darkness, both sides were often reduced firing at the muzzle flashes of the enemy.  Finding some success on the right, Bratton attempted to slip the 5th South Carolina around Gearys flank.  This movement was blocked by the arrival of Colonel David Irelands 137th New York.  While pushing this regiment forward, Greene fell wounded when a bullet shattered his jaw.  As a result, Ireland assumed command of the brigade.  Seeking to press his attack against the Union center, Bratton slid the battered 2nd South Carolina to the left and threw forward the 6th South Carolina.   In addition, Colonel Martin Garys Hampton Legion was ordered to the far Confederate right.  This caused the 137th New York to refuse its left to prevent being flanked.  Support for the New Yorkers soon arrived as the 29th Pennsylvania, having re-formed from picket duty, took a position on their left.  As the infantry adjusted to each Confederate thrust, Knaps Battery took heavy casualties.  As the battle progressed both battery commander Captain Charles Atwell and Lieutenant Edward Geary, the generals eldest son, fell dead.  Hearing the fighting to the south, Hooker mobilized the XI Corps divisions of Brigadier Generals Adolph von Steinwehr and Carl Schurz.  Moving out, Colonel Orland Smiths brigade from von Steinwehrs division soon came under fire from Law.   Veering east, Smith began a series of assaults on Law and Robertson.  Drawing in Union troops, this engagement saw the Confederates hold their position on the heights.  Having repulsed Smith several times, Law received erroneous intelligence and ordered both brigades to withdraw.  As they departed, Smiths men attacked again and overran their position.  At Wauhatchie, Gearys men were running low on ammunition as Bratton prepared another assault.  Before this moved forward, Bratton received word that Law had withdrawn and that Union reinforcements were approaching.  Unable to maintain his position in these circumstances, he repositioned the 6th South Carolina and Palmetto Sharpshooters to cover his withdraw and began retreating from the field. Battle of Wauhatchie - Aftermath:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the fighting at the Battle of Wauhatchie, Union forces sustained 78 killed, 327 wounded, and 15 missing while Confederate losses numbered 34 killed, 305 wounded, and 69 missing.  One of the few Civil War battles fought entirely at night, the engagement saw the Confederates fail to close the Cracker Line to Chattanooga.  Over the coming days, supplies began to flow to the Army of the Cumberland.  Following the battle, a rumor circulated that Union mules had been stampeded during the battle leading the enemy to believe that they were being attacked by cavalry and ultimately their causing their retreat.  Though a stampede may have occurred, it was not the cause of the Confederate withdrawal.  Over the next month, Union strength grew and in late November Grant commenced the Battle of Chattanooga which drove Bragg from the area. Selected Sources Civil War Trust: Battle of WauhatchieCWSAC Battle Summaries: Battle WauhatchieHistory of War: Battle of Wauhatchie

A good man is hard to find Essay Example | Topics and Well Written Essays - 500 words

A good man is hard to find - Essay Example She says, â€Å"I wouldn’t take my children in any direction with a criminal like that aloose in it† (O’Connor). Interestingly, it is the same grandmother who convinces the family to branch there on their way to since she wants to revisit a house. They unfortunately meet their untimed deaths at the hands of this Misfit. There is also something attractive in the way O’Connor describes Grandmother’s dressing. Despite her dislike of the idea of going to Florida, she is the first to get into the car wearing â€Å"a navy blue dress with a small dot in the print. Her collar and cuffs were white organdy trimmed with lace and at her neckline she had pinned a purple spray of cloth violets containing a sachet† (O’Connor). I think this dress symbolizes how a body is prepared for burial; dressed in their best attire. It is the grandmother’s reason for her glamour that removes any doubt on the coming events, â€Å"in case of an accident any one who sees her body on the highway will know that she is a lady† (O’Connor). O’Connor makes the protagonist to ignorantly speak of her coming death. The death of the whole family is also foreshadowed in the â€Å"passed by a cotton plantation with five or six graves†¦Ã¢â‚¬  (O’Connor). The numbers of the graves coincide with that of the family members, with O’Connor doubting if the baby can have its own grave or share one with its mother. Later the grandmother remembers one of her visits to an old plantation in Tennessee, neighboring â€Å"Toomsboro.† The word toomsboro brings to mind a tomb, an image that symbolizes death. The family faces the tombs at the end. Ironically, the house grandmother yearns to visit is not in the area they get a car accident. And when Wesley asks to know the plantation whose owners were buried in the five or six graves, grandmother says â€Å"gone with the wind.† This only shows what awaits the family in the end. After death, their souls will be â€Å"gone with the

Frankenstein by Mary Shelley and the doctor assuming the role of God Essay

Frankenstein by Mary Shelley and the doctor assuming the role of God - Essay Example â€Å"A new species would bless me as their creator and source: many happy and excellent natures would owe their being to me. No father could claim the gratitude of his child so completely as I should deserve theirs.† (Shelley, 58) Therefore, it is evident that there is an insatiable urge in Victor Frankenstein to assume the role of God and he is often criticized for crossing ethical and moral boundaries with the aim of achieving this goal. An understanding of his experiences with the monster in the novel confirms that his choice is executed with ill-intentions and questionable for ethical motives. This paper makes a reflective exploration of the idea that Victor was wrong in assuming the role of God. Assuming the role of God for the purpose of creating life is wrong, and such an endeavor led to the detriment of Dr. Frankenstein in Mary Shelley’s Frankenstein. A profound analysis of the theme of assuming the role of God in Mary Shelley’s Frankenstein confirms tha t the major character, Dr. Frankenstein, has been highly obsessed the lure of creating life from his early childhood onwards. At his young age, Victor was fascinated by the wonders life offered him and he wanted to learn about all of them and he dedicated his time to exploring the realms of these wonders through the study of alchemy, chemistry, philosophy and human anatomy. As a youngster, Victor was obsessed with the power of knowledge and wished to find out the secrets of nature and its powers. â€Å"The most learned philosopher knew little more. He had partially unveiled the face of Nature, but her immortal lineaments were still a wonder and a mystery†¦ I had gazed upon the fortifications and impediments that seemed to keep human beings from entering the citadel of nature, and rashly and ignorantly I had repined.† (47) Significantly, his obsession for knowledge led Victor to make a life-altering decision – the decision to create an animate being. After several years of labor – intensive work – stitching together different pieces of flesh into one being – Victor finally completed his task and created life. The outcome, however, was not the wonderful being he had hoped for, but rather a monstrous atrocity. He had created a fearsome and inhuman creature; he created a monster. Thus, Harold Bloom presents â€Å"Victor Frankenstein, in his act of creation, as being momentarily a moral idiot, like so many who have done his work after him†¦ When the ‘dull yellow eye’ of his creature opens, this creator falls from the autonomy of a supreme artificer to the terror of a child of earth†¦Ã¢â‚¬  (Bloom, 6) Therefore, it is fundamental to maintain that Victor’s attempt to assume the role of God by creating a monster resulted in his ultimate detriment and tragedy in life. One of the essential factors about the character of Victor in the novel is that he is presented as a counterfeit of God and as a Fau stian figure, rather than a Promethean one. Significantly, the intention of the protagonist in assuming the role of God in Mary Shelley’s Frankenstein has not been one of serving the welfare of humanity, but rather to serve his egoistic motive of acquiring power and respect of his creation. In fact, the most fundamental irony of the novel Frankenstein: Or,

Organizational structures Essay Example for Free

Organizational structures Essay Organizations have distinct structures for organizing business entities. An organization can be of different structures depending upon size of the business organization. The complexity in organizing demands segregating the responsibilities. The important organizations structures are pre-bureaucratic, bureaucratic, Functional, Divisional and post bureaucratic structures. Pre-bureaucratic organization has typically small management team, typically one man show format, low on profits and easy to organize. Bureaucratic organizations has a complex organization structure, large business entity with varied functions to take of, the decision making process needs to run in hierarchical phase and it may delay the decision making process. Functional organization is concerned with large organizations with different entities. A FMCG company may have toilet soaps, detergents, cosmetics etc is a perfect example of functional structure. The organizational structure will have more freedom to product enhancement. Cross functional organizing will be difficult to organize. Matrix organization segregates distinct functional profiles and organizational operational aspects. Different departments will separately work on a specific project like the engineering, marketing, operations and administration. Post organizational structure deals with the unique features of an organizational which are having virtual importance than the conventional organizational responsibilities. The functions like the quality management, employee benefits and cross cultural management are taken into account. Not many organizations can bear the non revenue profiles like the above as these facilities are expensive and complex to implement.

Roll of Thunder, Hear my Cry :: Roll of Thunder Hear My Cry Essays

Roll of Thunder, Hear my Cry An important idea in the novel "Roll of Thunder, Hear my Cry" written by Mildred D Taylor is racism. This idea is important because it tells us how life was in the 1930s for a little black girl who matures with racial conflict around her. "Roll of Thunder, Hear my Cry" is about a young, black girl, Cassie Logan who tries to understand with her family, why the blacks are different to the whites. Cassie, the narrator leads us through all the disaster and trouble that her and her family have been through in relation with the white folks in Mississippi. The first example that shows racial conflict between the blacks and whites is the Jefferson Davis School bus, which is full of white children. Blacks do not have a bus so Cassie and her brothers have to walk to school. However, each morning the children would be threatened by this bus, "a bus bore down on him spewing clouds of red dust like a huge yellow dragon breathing fire". This is surely because of racism. The whites in the bus seem to find it amusing with "laughing with faces" to see the black children run for their lives. Another example is the incident Cassie takes a trip to Strawberry to the market. There she is made to apologize to Lillian Jean Simms (a white girl) for bumping into her. Cassie does not like to get pushed around and she stands up for herself. She says, "I ain't nasty, and if you're so afraid of getting bumped, walk down there yourself" to Lillian Jean after she is told to "get down in the road". This example tells us how the whites can tell the black people to do whatever they want them to do. In return, the black person would do what they are told but Cassie is strong and stubborn, and she refuses until her Big Ma tells her to apologize. Overall, life in the 1930s for the black people was very difficult as they were pressured and pushed around as if they were animals.

Arbitration

Arbitration is the process of resolving an argument outside the formal court system.   An arbitrator listens to both parties and determines an agreement that is fairest to both parties.   As a part of the hiring process, many employers are mandating voluntary arbitration agreements between the employee and the company as part of the application process for hiring. These types of arbitration agreements have caused concern from the Equal Employment Opportunity Commission for employee protection.   One famous case arose between the Equal Employment Opportunity Commission and Waffle House.   The rulings from the case by both the Circuit Courts and the Supreme Courts have changed the structure and proceedings for the mandatory arbitration agreements between employees and employers. When an employee of Waffle House was fired after having a seizure during work hours, the Equal Employment Opportunity Commission filed legal action against Waffle House. Because the Equal Employment Opportunity Commission was not part of the mandatory arbitration agreement between Waffle House and the employee the case was taken to the courts â€Å"In EEOC v. Waffle House, Inc., the Supreme Court held that an agreement between an employer and an employee to arbitrate employment disputes does not bar the EEOC from pursuing an independent lawsuit on the employee’s behalf and seeking employee—specific judicial relief.† (Labor and Employee Relations, 2002)   The Equal Employment Opportunity Commission filed a complaint that Waffle House was in violation of the Americans with Disabilities Act and sought punitive damages and back pay for the employee. At first glance, one might come to the conclusion that the Equal Employment Opportunity Commission has essentially replaced the arbitration process between employers and employees.   If the Equal Employment Opportunity Commission can file complaints because a representative of the commission had not signed an agreement with the company, it is natural to assume that companies would find such agreements to be futile and worthless.   Now employees can file an arbitration claim and an Equal Employment Opportunity Commission claim against employers. The main purpose of the mandatory arbitration agreements was to keep employee suits out of the court system to save both the employee and the company legal fees.   Under the Supreme Court rulings it would appear that employers are no longer protected and the use of arbitration agreements with employees would potentially increase the possibility of having a suit filed against the company. However, employers know that the number of cases that the Equal Employment Opportunity Commission actually takes to the courts is extremely low in comparison to the number of cases the commission receives annually.   The chances of a case going to litigation is significantly low as long as the employer has examined the wording of the mandatory arbitration agreements and has maintained safe and fair working practices. Even though the Supreme Court left open the statue of limitations on cases filed by the Equal Employment Opportunity Commission and the type of damages that could be sought, mandatory arbitration is still viewed as a cost effective method to settle employee disputes with companies.   â€Å"If the employee failed to mitigate his or her damages, any recovery by the EEOC would be limited accordingly.† (Labor and Employee Relations, 2002) Employers who practice sound business procedures are still protected by the mandatory arbitration agreements because an employee is limited on the types of compensation that can be claimed either by the employee or by the commission on the employee’s behalf.   In addition, many employees that sign the mandatory arbitration agreements are completely unaware of the existence of the Equal Employment Opportunity Commission or that they can file outside of the company’s chosen arbitrator for law suits against the company.   Even though technically employees have two methods to file against an employer, the reality is that most employees are ignorant of the resources at their disposal. The Supreme Court’s decision to allow the Equal Employment Opportunity Commission to represent employees outside of mandatory arbitration has not deterred companies from continuing the practice of these requiring these agreements.   Arbitration remains the most cost effective method to settle employee disputes by avoiding high legal fees for both the company and the employee.   The Supreme Court’s decision resulted in companies practicing more equitable work procedures. In addition, the decision forced companies to examine existing agreements and modify them to be more equitable to the employer.   With the changes in the arbitration agreements, the low percentage of cases taken to court by the Equal Employment Opportunity Commission and the lack of knowledge by employees of the commission’s existence the use of mandatory arbitration agreements to settle employee disputes is still cost effective and on the rise for companies.

Zappos

Zappos was founded by Nick Swinmurn in 1999. The initial inspiration came when he couldn’t find a pair of brown Airwalks at his local mall. That same year, Swinmurn approached Tony Hsieh and Alfred Lin with the idea of selling shoes online. The company was officially launched in June 1999, under the original domain name â€Å"ShoeSite.com. A few months after their launch, the company's name was changed from ShoeSite to Zappos so as not to limit itself to selling only footwear.In January 2000, Venture Frogs invested additional capital, and allowed Zappos to move into their office space. During this time, Hsieh found that he â€Å"had the most fun with Zappos† and came on board as co-CEO with Nick Swinmurn. After minimal gross sales in 1999, Zappos brought in $1.6 million in revenue in 2000 (Chafkin, 2006). Culture of ZapposCulture can be defined as the set of key values, assumptions, understandings, and norms that is shared by members of an organization and taught to ne w members as correct. Your culture or work environment will form based on all of the values, experiences, knowledge, and education of your existing workforce. How people work together and especially, the values of the company's founders or leaders forms the culture you have. Zappos consciously creates and reinforces its corporate culture. The work environment provided for employees won't attract every job searcher and it's not for every employee.The people who fit the corporate culture thrive working for Zappos. In an interview with Rebecca Henry, the former Director of Human Resources for Zappos, two key factors stood out. The company consciously decides what the corporate culture needs to look like and it consciously reinforces and supports that culture through all Human Resources and management work systems. At Zappos.com, they decided a long time ago that they didn’t want the brand to be just about shoes, or clothing, or even online retailing. It decided that they wanted to build our brand to be about the very best customer service and the very best customer experience.Zappos has a very strong believe that customer service shouldn’t be just a  department; it should be the entire company. Advertising can only get your brand so far. If you ask most people what the â€Å"brand† of the airline industry as a whole is (not any specific airline, but the entire industry), they will usually say something about bad customer service or bad customer experience. If you ask people what their perception of the US auto industry is today, chances are the responses you get won’t be in line with what the automakers project in their advertising (Zappos Corporate. (2009-2013).At Zappos, the company’s belief is that if you get the culture right, most of the other stuff like great customer service, or building a great long-term brand, or passionate employees and customers will happen naturally on its own. It’s said to believe that your company’s culture and your company’s brand are really just two sides of the same coin. The brand may lag the culture at first, but eventually it will catch up.SignsOne of the challenges in workplaces today is keeping employees engaged. In the Zappos Family of Companies, the culture enables employees to live and work according to their personal values. Zappos hire based on alignment with their 10 Core Values and fit for the culture. This helps increase productivity, communication, and creativity, while reducing sick time and turnover.Here are five ways Zappos' work environment fosters naturally engaged employees who are passionate about what they do: let employees be themselves, let employees explore their passions and express creativity, empower employees with tools to succeed, provide opportunities for continuous learning and inspire and allow employees to fulfill their higher purpose. These signs of culture show that Zappos don’t just care about customers, th ey also make sure that their employees are working in a comfortable environment (Zappos Corporate. (2009-2013).FactorsThe best thing about the Zappos Family is the unique culture. As the company grows they don’t want to lose that culture, as well as wanted a way to share it with all employees and anyone else who touches Zappos.com. Zappos created ten core values to more clearly define what exactly the Zappos Family culture is (Zappos Corporate. (2009-2013). They are reflected in everything we do and every interaction we have. The core values are always the framework from which make all of decisions.Leader RoleBecoming a leader at Zappos the individual will indeed need to pass certain qualifications. Because of the company high profile and outstanding works, a leader will need to know these few pointers: Deliver Wow Through Service, Embrace and Drive Change, Create Fun and a Little Weirdness, Be Adventurous, Creative and Open-Minded, Pursue Growth and Learning, Build Open and Honest Relationships with Communication, Build a Positive Team and Family Spirit, Do More with Less, Be Passionate and Determined and Be Humble. If he or she has these qualities I think they will suite the leadership duty at Zappos.Decline in ProductEventually, technological advances, changing customer demographics, tastes, or lifestyles, and development of substitutes result in declining demand for most product forms and brands. As a product starts to decline, managers face the critical question of whether to divest or liquidate the business. Unfortunately, firms sometimes support dying products too long at the expense of current profitability and the aggressive pursuit of future breadwinners (Mullins. (2013).An appropriate marketing strategy can, however, produce substantial sales and profits even in a declining market. If few exit barriers exist, an industry leader might attempt to increase market share via aggressive pricing or promotion policies aimed at driving out weaker comp etitors. Or it might try to consolidate the industry, as Johnson Controls has done in its automotive components businesses, by acquiring weaker brands and reducing overhead by eliminating both excess capacity and duplicate marketing programs (Mullins. (2013).Alternatively, a firm might decide to harvest a mature product by maximizing cash flow and profit over the product’s remaining life. The last section of this chapter examines specific marketing strategies for gaining the greatest possible returns from products approaching the end of their life cycle (Mullins. (2013).

Aksum the African Iron Age Kingdom

Aksum the African Iron Age Kingdom Aksum (also spelled Axum or Aksoum) is the name of a powerful urban Iron Age Kingdom in Ethiopia that flourished between the first century BC and the 7th/8th centuries AD. The Aksum kingdom is sometimes known as the Axumite civilization.   The Axumite civilization was a Coptic pre-Christian state in Ethiopia, from about AD 100-800. The Axumites were known for massive stone stelae, copper coinage, and the importance of their large, influential port on the Red Sea, Aksum. Aksum was an extensive state, with a farming economy, and deeply involved in trade by the first century AD with the Roman empire. After Meroe shut down, Aksum controlled trading between Arabia and Sudan, including goods such as ivory, skins, and manufactured luxury goods. Axumite architecture is a blend of Ethiopian and South Arabian cultural elements. The modern city of Aksum is located in the northeastern portion of what is now the central Tigray in northern Ethiopia, on the horn of Africa. It lies high on a plateau 2200 m (7200 ft) above sea level, and in its heyday, its region of influence included both sides of the Red Sea. An early text shows that trade on the Red Sea coast was active as early as the 1st century BC. During the first century AD, Aksum began a rapid rise to prominence, trading its agricultural resources and its gold and ivory through the port of Adulis into the Red Sea trade network and thence to the Roman Empire. Trade through Adulis connected eastward to India as well, providing Aksum and its rulers a profitable connection between Rome and the east. Aksum Chronology Post-Aksumite after ~AD 700 - 76 Sites: Maryam SionLate Aksumite ~AD 550-700 - 30 Sites: Kidane MehretMiddle Aksumite ~AD 400/450-550 - 40 Sites: Kidane MehretClassic Aksumite ~AD 150-400/450 - 110 Sites: LP 37, TgLM 98, Kidane MehretEarly Aksumite ~50 BC-AD 150 - 130 Sites: Mai Agam, TgLM 143, MataraProto-Aksumite ~400-50 BC - 34 Sites: Bieta Giyorgis, Ona NagastPre-Aksumite ~700-400 BC - 16 known sites, including  Seglamen, Kidane Mehret, Hwalti, Melka, LP56 (but see discussion at Yeha) The Rise of Aksum The earliest monumental architecture indicating the beginnings of the polity of Aksum has been identified at Bieta Giyorgis hill, near Aksum, beginning about 400 BC (the Proto-Aksumite period). There, archaeologists have also found elite tombs and some administrative artifacts. The settlement pattern also speaks to the societal complexity, with a large elite cemetery located on the hilltop, and small scattered settlements below. The first monumental building with semi-subterranean rectangular rooms is Ona Nagast, a building that continued in importance through the Early Aksumite period. Proto-Aksumite burials were simple pit graves covered with platforms and marked with pointed stones, pillars or flat slabs between 2-3 meters high. By the late proto-Aksumite period, the tombs were elaborated pit-graves, with more grave goods and stelae suggesting that a dominant lineage had taken control. These monoliths were 4-5 meters (13-16 feet) high, with a notch in the top. Evidence of the growing power of social elites is seen at Aksum and Matara by the first century BC, such as monumental elite architecture, elite tombs with monumental stele and royal thrones. Settlements during this period began to include towns, villages, and isolated hamlets. After Christianity was introduced ~350 AD, monasteries and churches were added to the settlement pattern, and full-fledged urbanism was in place by 1000 AD. Aksum at its Height By the 6th century AD, a stratified society was in place in Aksum, with an upper elite of kings and nobles, a lower elite of lower-status nobles and wealthy farmers, and ordinary people including farmers and craftsman. Palaces at Aksum were at their peak in size, and funerary monuments for the royal elite were quite elaborate. A royal cemetery was in use at Aksum, with rock-cut multi-chambered shaft tombs and pointed stelae. Some underground rock-cut tombs (hypogeum) were constructed with large multi-storied superstructures. Coins, stone and clay seals and pottery tokens were used. Aksum and the Written Histories One reason we know what we do about Aksum is the importance placed on written documents by its rulers, particularly Ezana or Aezianas. The oldest securely dated manuscripts in Ethiopia are from the 6th and 7th centuries AD; but evidence for parchment paper (paper made from animal skins or leather, not the same as parchment paper used in modern cooking) production in the region dates to the 8th century BC, at the site of Seglamen in western Tigray. Phillipson (2013) suggests a scriptorium or scribal school may have been located here, with contacts between the region and the Nile Valley. During the early 4th century AD, Ezana spread his realm north and east, conquering the Nile Valley realm of Meroe and thus becoming ruler over part of both Asia and Africa. He constructed much of the monumental architecture of Aksum, including a reported 100 stone obelisks, the tallest of which weighed over 500 tons and loomed 30 m (100 ft) over the cemetery in which it stood. Ezana is also known for converting much of Ethiopia to Christianity, around 330 AD. Legend has it that the Ark of the Covenant containing the remnants of the 10 commandments of Moses was brought to Aksum, and Coptic monks have protected it ever since. Aksum flourished until the 6th century AD, maintaining its trade connections and a high literacy rate, minting its own coins, and building monumental architecture. With the rise of the Islamic civilization in the 7th century AD, the Arabic world redrew the map of Asia and excluded the Axumite civilization from its trade network; Aksum fell in importance. For the most part, the obelisks built by Ezana were destroyed; with one exception, which was looted in the 1930s by Benito Mussolini, and erected in Rome. In late April 2005, Aksums obelisk was returned to Ethiopia. Archaeological Studies at Aksum Archaeological excavations at Aksum were first undertaken by Enno Littman in 1906  and concentrated on the monuments and the elite cemeteries. The British Institute in Eastern Africa excavated at Aksum beginning in the 1970s, under the direction of Neville Chittick and his student, Stuart Munro-Hay. More recently the Italian Archaeological Expedition at Aksum has been led by Rodolfo Fattovich of the University of Naples ‘L’Orientale’, finding several hundreds of new sites in the Aksum area. Sources Fattovich, Rodolfo. Reconsidering Yeha, c. 800–400 BC. African Archaeological Review, Volume 26, Issue 4, SpringerLink, January 28, 2010. Fattovich, Rodolfo. The Development of Ancient States in the Northern Horn of Africa, c. 3000 BC–AD 1000: An Archaeological Outline. Journal of World Prehistory, Volume 23, Issue 3, SpringerLink, October 14, 2010. Fattovich R, Berhe H, Phillipson L, Sernicola L, Kribus B, Gaudiello M, and Barbarino M. 2010. Archaeological Expedition at Aksum (Ethiopia) of the University of Naples LOrientale - 2010 Field Season: Seglamen. Naples: Universit degli studi di Napoli LOrientale. French, Charles. Expanding the research parameters of geoarchaeology: case studies from Aksum in Ethiopia and Haryana in India. Archaeological and Anthropological Sciences, Federica Sulas, Cameron A. Petrie, ResearchGate, March 2014. Graniglia M, Ferrandino G, Palomba A, Sernicola L, Zollo G, DAndrea A, Fattovich R, and Manzo A. 2015. Dynamics of the Settlement Pattern in the Aksum Area (800-400 BC): An ABM Preliminary Approach. In: Campana S, Scopigno R, Carpentiero G, and Cirillo M, editors. CAA 2015: Keep the Revolution Going. University of Siena Archaeopress Publishing Ltd. p 473-478. Phillipson, Laurel. Lithic Artefacts as a Source of Cultural, Social and Economic Information: the evidence from Aksum, Ethiopia. African Archaeological Review, Volume 26, Issue 1, SpringerLink, March 2009. Phillipson, Laurel. Parchment Production in the First Millennium BC at Seglamen, Northern Ethiopia. The African Archaeological Review, Vol. 30, No. 3, JSTOR, September 2013. Yule P. 2013. A Late Antique Christian king from ?afar, southern Arabia. Antiquity 87(338):1124-1135.

At The Age That

At The Age That At The Age That At The Age That By Maeve Maddox A reader has a question about a â€Å"cute little sign† she bought: Something just isn’t right. Here’s the wording: â€Å"I am at the age that makeup is no longer optional.†    I want to replace â€Å"the age† with â€Å"that age† and change â€Å"that makeup† to â€Å"when makeup.† Any insights or suggestions? The difference between â€Å"the age† and â€Å"that age† is a matter of style, but when is the better grammatical choice than that. Both that and when can function as conjunctions, but when that is used as a conjunction, it usually introduces a noun clause: He believes that he can do no wrong. She believes that makeup is mandatory after a certain age. When is the usual choice to introduce an adverbial clause after words like age, day, and time. It’s the equivalent of the phrase â€Å"at which† or, in the case of day, â€Å"upon which†: A new study has revealed 37 to be  the age when  men are happiest. I look forward to the day when all children have an equal opportunity to access food and water that contributes to their health and well-being. Most people were at home and this was  the time when  the fewest trains were running. When that follows the words age, day, and time, it’s being used as a relative pronoun and serves as a subject or object in the clause it introduces: The right to retire with financial security  at the age that  has been promised throughout our working lives has been denied. (That stands for age and is the subject of â€Å"has been promised.†) Avondale students remember ‘a day that changed our country forever’ (That stands for day and is the subject of â€Å"changed.†) All we have to decide is what to do with  the time that  is given us. (That stands for time and is the subject of â€Å"is given†) The better wording for the reader’s sign is â€Å"I am at the age when makeup is no longer optional.† But she has hung the sign in her bathroom- an informal context, surely. I just wouldn’t give one like it as a present to an English teacher. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Types and Forms of Humor15 Words for Household Rooms, and Their Synonyms40 Synonyms for Praise

Learning Types Coursework Example | Topics and Well Written Essays - 250 words

Learning Types - Coursework Example Their learning is predominantly through what they see and can visualize. The teacher should therefore ensure he/she uses many demonstrations and also learning materials that are visually pleasant as well as striving as much as possible to make mental paintings and images. Auditory learners are active listeners by natures and tend to talk slowly while thinking a very linear manner. They prefer verbal explanations as opposed to written notes and as such they most favored method of learning involves listening actively and verbalizing. The teacher therefore needs to sound very good, have a meticulous lesson plan and deliver content through active organized conversations. Learners categorized as kinesthetic are typically extremely slow at talking and making decisions. They engage all their senses in the learning process and they learn better when trying and solving problems in real life. They therefore the hands-on approach to doing thinks and their learning is predominantly by trial and error. The teacher should be hands on at demonstrating, use case solution discussions and engage them practically in tackling problems. In conclusion therefore classroom learning and teaching is a complex process requiring the teacher to have a concise understanding of his class. There are different types of learners in the same classroom requiring different types of skills and therefore by knowing this the teacher is better placed to employ the best teaching strategies that involve all the learner types in the process without favoring a particular learning

What are the major conventions of Revenge Tragedy Discuss how they are Essay

What are the major conventions of Revenge Tragedy Discuss how they are used, combined or altered in Cyril Tourneur's 'The revenger's tragedy' - Essay Example T.S. Eliot recognized the dominance of the Senecan mood in drama during the era of the revenge tragedy when he suggested, â€Å"No author exercised a wider or deeper influence upon the Elizabethan mind or upon the Elizabethan form of tragedy than did Seneca† (Arkins 2). Any analysis of the revenge play genre centers on two particular plays, which both typify and transcend the revenge play genre Thomas Kyd’s The Spanish Tragedy and ur-Hamlet. The blueprint of the revenge tragedy is laid out and executed here to brilliant and devastating effect, an effect which indeed defined the notion of how revenge was to be played out on stage. There is of course significant disagreement to how the concept of revenge was interpreted via Elizabethan mores, whether the multitude of avengers in the various stage dramas put on during the end of the 16th and beginning of the 17th centuries represented immoral exemplars, examples of Anglo-Saxon barbarianism combined with un-Christian Senecan ethic (Broude 39), or perhaps something more noble like retribution in the mode of divine justice. Regardless, the ethical valence in the standard form of the revenge tragedy was generally unambiguous and robustly on the side of revenge and its attendant carnage. As as interesting caveat to this, Shakespeare’s Hamlet often seen as a response to the non-extant ur-Hamlet offers a level of ambiguity that does not so much negate the vengeful mood of the play but nuances it in such a way that makes Hamlet the singularly important and influential play it is today. A purer example of the revenge tragedy is perhaps Cyril Tourneur’s The Revenger’s Tragedy. Though as we will show, while it is most obviously ruled by many of the conventions of the revenge tragedy and is clearly meant to fall within it as an artful example of the genre, it does not adopt all of its conventions carte blanche. In order to make sense of this it will

Personal and Professional Health Care Communication Essay

Personal and Professional Health Care Communication - Essay Example Health care groups are deemed to be amongst the most effective preventive building block in any society. In health care institutions one of the most common things that we come across are community based projects that deal with many issues including substance abuse, reproduction health etc. In order to extract the maximum amount of benefit from these settings, effective health care communication need to be encouraged amongst the doctors, patients who are being treated, as well as various pharmaceutical companies which are producing drugs. Health communication is also very much relevant as it is through proper communication that people get to know of various health issues. It is a result of communication between health care professionals and the patients that both get to hands on to new information (Northouse & Northouse, 1998). The patient gets to know from the doctor about various medical conditions and how to deal with them. Whereas during such a process the doctors themselves often come across new medical cases and they can then use such cases to enhance their own knowledge and carry out further research. There is a deep link between proper and timely health care communication and health care outcomes / results. When there is no proper communication between the health care professionals and patients, no proper treatment can be carried out at all. To take a very simple case if the patient is himself unable to explain to the doctor correctly what problems he's facing, then the doctor would so not be able to prescribe him the correct medicine or be able to carry out the correct treatment and, therefore, the patient would have no visible health benefits. Patients need to be taught to open up the doctor completely and tell them the problems they're facing, without hesitating or thinking what the health care professionals might feel of them. It is only then that correct treatment could be carried out. Consequently, even doctors need to give proper time to patients and explain them how to deal with problem until and unless the patient's concept. Often times doctors need to put in an extra effort while explaining the problems to patients who are illiterate and lack medical knowledge, to those patients who have a problem understanding the doctor's language or they themselves are of another language. It is in such cases that miscommunication results the most. When multiple people are present in an interaction, the chances for misunderstanding and disagreements increase by a significant margin. Problems also occur when proper health care communication does not take place between the two parties. For instance, the doctor may advise a patient to stay in the hospital, whereas the patient might disregard the doctors advice and decide to go home. Such a scenario can lead to depression for the patient. All this could have been avoided if the patient had communicated properly with the doctor and asked him his rationale for asking him to stay back (Kavana gh and Kennedy, 1992). Therapeutic communication refers to the use of communication to bring out a beneficial result for the client / patient. The main aim of therapeutic communication is to bring about a betterment is the patient's ability to lead a proper and problem life. Further on, therapeutic communication develops connectivity between the client and a health care professional, and this is something that can never be replaced by technology as it lack emotions. Therapeutic

General Strain Theory (GST) Application to Rehabilitation

General Strain Theory (GST) Application to Rehabilitation Abstract   A staggering number of African-Americans are incarcerated for a variety of criminal offences. Without having to review criminal statistics, African-Americans appear to lack the ability to adapt and/or become productive members of society compared to other races incarcerated. This is more than a stereotype and coincidence, other countries besides the United States have documented this phenomenon. Applying Agnews (1992) General Strain Theory (GST) to the emotional and social psychological development of African-Americans, society may better understand the motive, causation, and circumstances of crime pertaining to the African-American criminal thought process. I hypothesize this thought process to be a psychological condition requiring identification and intervention by the criminal justice system and correctional facilities. Investigation started by analyzing strains upon the African-American culture detailing afterwards the treatment of mentally ill African-American inmates as observ ed by the General Strain Theory and current physiological testing. A variety of social programs is available with positive interpersonal exposure and rebuilding of social skills/mindset, rehabilitating inmates to recognize, understand, and cope with strain. General Strain Theory and Rehabilitation of Mentally Ill African-American Inmates A staggering number of African-Americans are incarcerated for a variety of criminal offences. Without having to review criminal statistics, African-Americans appear to lack the ability to adapt and/or become productive members of society compared to other races incarcerated. This is more than a stereotype and coincidence, other countries besides the United States have documented this phenomenon. Applying Agnews (1992) General Strain Theory (GST) to the emotional and social psychological development of African-Americans, society may better understand the motive, causation, and circumstances of crime pertaining to the African-American criminal thought process. I hypothesize this thought process to be a psychological condition requiring identification and intervention by the criminal justice system and correctional facilities. Investigation started by analyzing strains upon the African-American culture detailing afterwards the treatment of mentally ill African-American inmates as observed by the General Strain Theory and current physiological testing. A variety of social programs is available with positive interpersonal exposure and rebuilding of social skills/mindset, rehabilitating inmates to recognize, understand, and cope with strain. Literature Review Kaufman, Rebellon, Thaxton, and Agnew (2008) produced an informative article that applied Agnews General Strain Theory to analyzing the motivational processes of African-Americans, beyond age, sex, or community, which leads them to criminal activity. This article evaluated the lives of African-Americans in totality and hypothesized a lack of coping mechanisms and outlets for daily and unrelenting stresses or strains. A considerable amount of statistical information contained herein was gathered from various web sites and journals. The U.S. Department of Justice (2006, 2007) and the U.S. Department of Labor (2008) collected facts pertaining to crimes and the races in which they occurred within. While Elliott Voss (1974), Williams Gold (1972) did not find significant racial crime connections, Kelley, Huizinga, Thornberry, Loeber (1997) with Snyder Sickmund (2006) showed juveniles were prone to violence. Broadhurst and Tonry (1997) with Doone (2000) confirmed that other countries besides the United States experienced elevated criminal and correctional issues with indigenous populations of African-American decent. African-American plight can be traced back to mid-19th century by Du Bois (1899, 1904), Hawkins (1995). Without the contributions of Hirschi (1969), Akers (1998), (Cohen Felson, 1979) and others, theories such as the lifestyle theory, Walters (2005, 2007) Criminal Thinking Styles, and Dolls Ajzens (1992) theory of Planned Behavior, a comparative analysis would be incomplete. Credit must also go to Scobbie, Wyke, Dixon, (2009), Birgden (2004), Fallot (2001), Condelli, Bradigan, Holanchock, (1997) for contributing their knowledge and research utilized in this report exploring mentally illnesses. Criminal Statistics African-Americans have excessively represented a majority of the criminals in the U.S. since the mid-19th century (Du Bois, 1899, 1904; Hawkins, 1995). In 2006, the U.S. population was comprised of approximately 13% African-Americans, however they accounted for 28% of all offence arrests, 39.3% of violent crimes, 56.3% of robberies, and 50.9% of homicides (U.S. Department of Justice, 2007). The U.S. Department of Justice (2006) reported that victims perceived 25.3% of singular criminals and 33.9% of criminals in multiple offender victimizations to be African-American according to the most recent statistics from the National Crime Victimization Survey. In robberies, offenders were perceived as African-American 47.7% of the time and 22% of the time with assaults (U.S. Department of Justice, 2006). Disregarding the fact of perceived or speculative information obtained under the high stress of a criminal act by a victim, victimization data continued to parallel current arrest data. Early self-reports did not convey significant findings between race and crime (Elliott Voss, 1974; Williams Gold, 1972), but recent reports show youths prone to violence (Kelley, Huizinga, Thornberry, Loeber, 1997; Snyder Sickmund, 2006). Canada, New Zealand, and Australia also report abnormally high offenders from indigenous populations and African-Americans decent (Broadhurst, Tonry, 1997; Doone, 2000). Accounting for bias and discrimination, the overwhelming statistics of African-Americans to other races incarcerated do not coincide. General Strain Theory The GST offers an exemplary causation explanation of social and environmental factors contributing to African-American delinquency. The GST examines disproportional stressors/strains upon African-Americans as causations of criminal behavior whereas similar theories only provide for negative sociological (Hirschi, 1969) or poor acquaintance associations (Akers, 1998). Typically, hypotheses focus upon one factor as the causation of delinquency, the GST accounts for multiple strains upon an individual to explain criminal behavior. A broad range of strains, according to Agnew (1992), can occur from failures or removal from positive outcomes, or the anticipation of negative stimuli, could possibly result in a criminal action to pacify the emotional trigger. Recent empirical testing showed strain and anger influencing violence (Agnew, 2006; Mazerolle Piquero, 1997; Mazerolle, Burton, Cullen, Evans Payne, 2000). African-American may experience higher levels of strain compared to other races, but it does inevitably conclude in crime. Variables such as coping skills, social support, and mental conditioning of an individual allow for escape from and defusing strain. Individuals whom possess exemplary social control (Hirschi, 1969) or whom do not associate with delinquent social circles (Akers, 1998) will be less likely to utilize criminal activity to cope with strain. Predominate Strains Agnew (2001) recently clarified strain is most conducive to crime when it was viewed as unjust e.g. excessive discipline, criminal victimization, and unpredictable parental supervision, particularly when combined with economic, educational, criminal, and discriminatory strains. These types of strains create the conditions for coping to occur through criminal activity. Economic strains are prevalent amongst African-American communities with African-Americans likely to be of lower class income employed in the secondary labor market or unemployed (Conley, 2000; DeNavas-Walt, Proctor, Smith, 2007; Gittleman Wolff, 2004; Sullivan, 1998; U.S. Department of Labor, 2008). Robbery is the highest crime disproportionally observed among the African-American culture (U.S. Department of Justice, 2006, 2007) and possibly explains the situational need for supplemental income. Economic strain can be potentially interrupted as unjust, blamable upon society, and other external factors beyond an individuals control, contributing to the continued plight of the African-American culture. Family, educational, criminal, victimization, discrimination, and community strains rank amongst the top stressors of the African-American culture next to economic strain. These strains are so prevalent in occurrence it is understandable and reasonable to conclude there is little escape or relief from these strains. Family strain is contributed to residency in impoverish areas, economics, secondary labor employment, and diminished family bonds contribute to the probability of poor parenting practices e.g. inappropriate/inconsistent discipline (Agnew et al., 2000; Patterson Fergatch, 1990; Patterson, Reid, Dishion, 1992). This breakdown can contribute to diminished parental bonds with children with juvenile delinquency becoming the strain relief mechanism (Agnew et al, 2000; McLoyd, 1990; Patterson, 1982). U.S. school systems contain a percentage of educators with low expectations of lower class student success (Cooper Moore, 1995) with the placement of students, according to race, in lower educational programs without consideration of the individuals academic ability (Irvine York, 1993). This is a considerable strain upon developing African-American youths. Low rate educational programs alone effectively lessen mental development. These educational programs contain inferior curricula (Epps, 1995; Oakes, 1985). Associated/resulting from substandard educational practices of African-Americans are poor grades, unfair discipline, and poor/negative interpersonal relations with educators and students contributing to strain. These strains are observable with white students attending minority-segregated schools as their academic scores reflect substandard grades compared to white students in predominately-white schools (Bankston III Caldas, 1996). Criminal victimization pertains to crimes committed against African-Americans as compared to other races. Victimization amongst African-American compared to whites was 37.3% higher (U.S. Department of Justice, 2006) with 49.5% accounting for murder and non-negligent manslaughter (U.S. Department of Justice, 2007) of which 58% of murders occur before the age of 30 (U.S. Department of Justice, 2006). African-American children between the ages of 12-19 experienced violent crimes such as murder, rape, or robbery, 48% higher than white children of the same age (U.S. Department of Justice, 2006). The burglary rate of African-American households was 22.4% higher than whites (U.S. Department of Justice, 2006). Regardless of location, inner city or suburbia, the levels of victimization are consistent among African-Americans (Logan Stults, 1999). Discrimination is a strong negative that African-Americans experience frequently compared to whites and on many levels such as buying a house, car, seeking employment, education, or walking down the street (Ayres Siegelman, 1995; Farrell Jones, 1988; Feagin, 1991; Forman et. al., 1997; Kirschenman Neckerman, 1991; Yinger, 1995). African-Americans reported discrimination 34% greater than whites with 70% of African-Americans discriminated against at least once in their lifetime (Forman, Williams, Jackson, 1997). Discrimination may be the most conductive of strains eliciting negative emotions and crime-provoking behavior (Agnew, 2001). Homicide rates, at the micro level, were related to discrimination (Messner, 1989) with high rates of crime amongst African-Americans in racially segregated locales (Messner South, 1986; Shihadeh Flynn, 1996). At the micro level, positive associations existed between discrimination and juvenile delinquency (Simons et al., 2003). Negative experiences with law enforcement officers include discrimination (Miller, 1996), with frequent contact in high crime locals with unfavorable experiences (Parker, Onyekwuluje, and Murty, 1995). African-Americans were shot and killed more often by police officers compared to whites (Walker, Spohn, DeLone, 2000). While this fact showed negatively upon police officers, it also showed the high frequency in which African-Americans have extreme negative contacts with police officers. General Strain Theory and the Mentally Ill The Encyclopedia Britannica (2010) defines a mental disorder as, anyillnesswith significant psychological or behavioral manifestations that is associated with either a painful or distressing symptom or an impairment in one or more important areas of functioning. Disregarding recognizable mental illnesses such as schizophrenia; cannot a majority of the African-Americans incarcerated be classified as having a mental illness? African-Americans, over years of mental strain, may suffer from and require support rebuilding and coping skills with coping resources and social support (Agnew, 1992). Problem solving competences with self-esteem and self-efficacy guidance may help to reduce and recover from the effects of strain (Agnew, 1992). Utilization of tests such as the Psychological Inventory of Criminal Thinking Styles (Walters, 2005) or the Theory of Planned Behavior (Doll Ajzen, 1992) may help in determining emotional distress, worldview, and criminal thinking methods of African-Americans. The state of New York utilized the Wilcoxon test to assess psychological changes (Ward, Bradigan, Holanchock, 1997) finding intermediate care programs containing professionals such as clinical psychologists, social workers, and occupational/recreational therapists served to avoid hospitalizing inmates via therapy (e.g. group recreational therapy, skill training, educational/vocational instruction, and crisis intervention). Religious recovery described by Fallot (2001) utilized spirituality as a potentially positive role in psychiatric rehabilitation. Scobbie, Wyke, and Dixon (2009) reviewed goal-setting theories to identify those that offer the best potential results in clinical practice. Scobbie, Wyke, and Dixon (2009) concluded five main theories of social cognitive theory, goal setting theory, health action process approach, proactive coping theory, and self-regulatory model of illness behavior showed results in patient outcomes. These theories can overlap and intertwine to help identify issues and aid in rehabilitation. The common theme pertaining to rehabilitation of inmates, mentally ill or not, starts with recognizing a mental illness. While prisons are for punishment, the treatment of psychological illnesses starts with recognition by the correctional facility or guards. Birgden (2004) stated the use of correctional staff is instrumental as potential therapeutic agents (p. 283) with rehabilitation programs depending upon correctional officers support. The chance to deter future criminal activity depends upon the criminals will to succeed with the guidance of councilors and therapy. Seriously mental ill inmates account for 8% to 20% of state prison inmates costing approximately $245 million with county estimates placed at approximately 7.2% to 15% with a cost of $58.4 million. Conservative overall estimate of approximately $1.2 billion to $1.8 billion went towards the care of inmates in the state of California in 1993-1994 (Izumi, Schiller, Hayward, 1996). The number and costs associated with the care of mentally ill inmates could be considerable lowered with the proper application of intermediate care programs to recognize and rehabilitate criminals. Conclusion Theorists typically suggest inadequate socialization as one of the overall causations of deviance behavior (Bandura, 1969). There are a number of theories psychologists consider when classifying and diagnosing mental illnesses e.g. psychodynamic theories, operant conditioning, moral development, and social learning theory. The rational choice theory states criminals make a conscious, rational, and at least partially (Schmalleger, 2006, p.118) while the lifestyle theory states criminal thinking is hierarchically organized and that certain features of an individuals general world view should correspond with specific criminal thinking styles (Walters, 2007, p. 184). The general choice theory utilizes many factors aforementioned, evaluating strain specifically upon the African-American culture. Care of African-American mental illness, while incarcerated, requires substantial emotional and possibly professional treatment and support. Correctional guards are the first step in recognizing and referring strained African-Americans requiring professional guidance, and to aid in the rehabilitation process with positive interactions and socializations. Realistically, lesser needs may go untreated due to priority inmates with severe psychiatric needs. Cases with lesser, treatable, mental conditions can go untreated (Olley, Nicholls, Brink, 2009). While severe patients take priority, the needs of lesser cases should be the primary focus of correctional facilities. The breaking of the criminal behavioral cycle is the focus of such rehabilitation programs. Currently there is no catchall racial explanation for the causation of crime or mental conditioning amongst African-American; Kaufman, Rebellon, Thaxton, and Agnew (2008) suggested the GST offered an additional and complementary explanation that highlights the importance of emotional and motivational social psychological processes (p. 432).

Crop Rotation and Soil Sustainability Essay -- Agriculture Farming Pap

Crop Rotation and Soil Sustainability Agriculture is responsible for providing food for an ever-growing population, and as it becomes clear that yields cannot continue to rise without limit, sustainability of agricultural practices becomes an increasingly important question. The soil is a precious resource in which all of agriculture has its base, and careful management of this complex system is essential. Crop rotation is one of the most important management practices in a sustainable agriculture system, both as a means of conserving soil and of maintaining its fertility. "A well-thought-out crop rotation is worth seventy-five percent of everything else that might be done, including fertilization, tillage, and pest control" according to The New Organic Grower (Coleman, 1989, p. 50). Crop rotation is by no means confined exclusively to organic farming, although much of what is considered in planning a rotation sequence encompasses the concerns of the organic farmer. The difference is primarily one of sustainability. "The organic farmer is essentially turning part of his potential income into renewal of the soil (by adding organic matter) in order to assure sustainability of future crop production. The conventional system maximizes present income and is not as concerned about viewing soil as a long-term investment" (Poincelot, 1986, p.23). A varied sequence of crops provides benefits that a monoculture cannot. A monoculture is an unnatural system; the relationship between soil, plants, and climate is designed to be balanced by diversity. A carefully planned rotation that considers as many aspects of this relationship as possible is a significant step toward establishing sustainability. Although not all the effects of rotatio... ...ress, 245 p. Lal, R., A.A. Mahboubi, N.R. Falsey, 1994, Long-Term Tillage and Rotation Effects on Properties of a Central Ohio Soil: Soil Science Society of America Journal, 58: 517-522. Loomis, R.S. and D.J. Connor, 1992, Crop Ecology: Productivity and Management in Agricultural Systems: New York, Cambridge University Press, 538 p. Meek, B.D., D.L. Carter, D.T.Westermann, R.E. Peckenpaugh, 1994, Root-Zone Mineral Nitrogen Changes as Affected by Crop Sequence and Tillage: Soil Science Society of America Journal, 58: 1464-1469. Meek, B.D., D.L. Carter, D.T. Westermann, J.L. Wright, R.E. Peckenpaugh, 1995, Nitrate Leaching Under Furrow Irrigation as Affected by Crop Sequence and Tillage: Soil Science Society of America Journal, 59: 204-210. Poincelot, Raymond C., 1986, Toward a More Sustainable Agriculture: Westport CT, AVI Publishing Co. Inc., 241 p.

Development from Birth to 19 Essay

Physical:- 0-3 Physical development from birth is usually very quick, within the first few weeks of being born a baby will smile and start responding to sounds and environments. Gradually their muscles start to develop and by 6 months they will start reaching for and holding objects. Around the time a baby reaches one year they are beginning to crawl, and can roll from front to back. Using furniture to aid themselves in standing or using adult support to start taking some first steps. They are now able to sit unaided. Hand eye coordination starts improving as they pass objects between both hands. Teeth may start to show and more solid food will be introduced to them. As they move towards the age of two a child will begin walking and using toys to push and pull while they are walking. Picking objects up in different ways, building small towers and starting to show a preference for one hand. Pointing at their choices and waving and using their head to tell you yes or no. Between two and three they will start making marks on paper and developing their fine motor skills. Gross motor skills will develop, kicking balls and throwing them. 3-7 From three years gross motor skills will start advancing, such as jumping and running, stairs will become easier. They will gain more independence. Fine motor skills will be easier and they can start to dress and undress themselves with a small amount of assistance. By the time a child gets to four girls and boys become slightly different. Boy’s gross motor skills will be developed further when it comes to throwing, catching, climbing pedalling etc, however for girls their fine motor skills will be more developed with use of scissors, pens/pencils and threading beads. When children reach the age of five they will have more control with pencils, copying letters and shapes. Gross motor skills will keep on developing and they are able to kick with an aim, learning to hop on one leg and then the other. By six children will start taking risks with jumping from heights and will start riding bikes better as their confidence increases. They learn to do buttons while dressing thems elves and begin to learn laces. 7-12 At seven years old children can walk along a thin line with arms out to the side for balance. They will start riding a bike two-wheeled or possibly roller skates. Stamina will have increased showing in some activities such as swimming and gymnastics. They start to assess their environment when running avoiding objects that are in their way. Catching becomes better, and may even use only one hand when doing so. They are more competent with their writing skills, incorporating colours with their drawings, such as green at the bottom of the page for grass. Children aged eight and nine have a quicker reaction time and their body strength will have increased. They enjoy participating in sports and energetic games. They can control over small muscles and can draw and write with more skill and dexterity and start joining letters in their handwriting. At ten and eleven years girls and boys begin to differ again, girls experience puberty earlier than boys, generally girls are two years ahead of boys. Body proportions become more like those of adults. Writing has become established and they will now have a writing style, usually with joined up letters. 12-19 Physical becomes very different in each child from the age of twelve upwards as they are now in adolescence. Boys and girls have a big difference. Boys will become bigger than girls, body shape will change, muscles will develop and body hair will grow. Strength and coordination will increase. Other changes that happen within puberty will start such as their voices getting deeper, testicles and scrotum will begin to grow. With Girls body shape will change and start to round and become curvy. Their breasts will start to develop, menstruation will start however this can range from eight years until late teens, and the average age is around thirteen. Some girls may become physically mature by the age of fifteen and close to their adult height, however some may still develop larger breasts and a fuller figure. Intellectual:- 0-3 When a baby is born intellect is very simple by imitating and trying new ways of behaviour. For example, imitating adults when opening their mouth and sticking out their tongue. They start to make eye contact and recognise their primary carers and cry in expressive ways. Begin to understand the meanings of words such as bye and mama. By the time they are turning nine months old they will understand their daily routines and follow simple instructions. They will watch a toy be hidden and then look for it (object permanence) and also look in the correct direction for a falling toy. By one year old children will use the trial and error method to learn about objects. They understand simple instructions such as ‘clap hands’ or ‘wave bye’. They will start to learn body parts and will point to them and refer to themselves by name. By two years children begin to understand the consequences of their own actions and of those around them. They follow simple instructions and give empathy to other babies cry and try to provide comfort. Vocabulary will grow to about 1,000 words and will start to put phrases together. 3-7 At three years old children are able to match two or three colours, following instructions will have grown and are fascinated by cause and effect often asking ‘why’. They have grasped the concept of one and lots. At four years old children will talk about things in the past and in the future, their memory skills have increased and can often confuse fact with fiction, they can give reasons and solve problems, and are able to sort objects into groups. By five years old, a child can produce drawings with great detail, they become interested in reading and writing. By six years old, children think in a more co-ordinated way and can hold more than one point of view at a time. They are able to know the difference between reality and fantasy but may still be frightened by supernatural characters. They develop concepts of quantity such as length, volume, capacity and weight. Cultural conventions influence their drawing and writing. 7-12 At seven years old, children will start to become better with technology, using computers for simple word processing using the mouse and keyboard. They start to challenge themselves by using new materials for experiments. They enjoy learning mathematical and scientific concepts and can perform simple calculations in their heads and telling time. Children develop a logical way of thinking but are still limited compared to an adult. At eight and nine years old children have an increased attention span, they understand complex sentences and are able to speak and express their ideas. They learn to plan ahead and evaluate what they do. At ten and eleven, they begin to devise memory strategies, they understand the motives behind the actions of another. Children may become curious about alcohol, tobacco and drugs and want to understand more about them. 12-19 During adolescence teenagers become more responsible for their own thoughts, words and actions, they think about possibilities and their future, occupations and relationships etc. Teenagers form their individual identity with guidance from education, parents and peers. They think through hypotheses and by using their ability they think about situations that are contrary to fact. They use imagination when solving problems and they approach a problem with a systematic method. Communication and language:- 0-3 A child’s language development usually begins within their first three months, babies will watch faces and mouths and try to copy other people’s movement and sounds. They will coo, gurgle and cry in expressive ways, they smile in response to speech. They laugh and vocalise with increasing tone and intensity. At around six months babies babble spontaneously, talk to themselves and squeal with delight. At nine months babies enjoy communicating with sounds, they understand and obey the command ‘no’. At the age of one, children will speak two to six or more recognisable words and show that they understand many more. At twelve months deaf babies stop babbling and begin to learn the special manual gestures of sign language. They start to learn a few body parts. At eighteen months the vocabulary grows to six to forty recognisable words and understand many more than that, using gestures alongside these words. Singing is enjoyable as well as listening to songs and rhymes. At two years old children speak over 200 words and learn new words rapidly, but can understand many more words than they can speak. Phases are used as telegraphic speech some phrases can mean more than one thing. Naming things becomes fun and they spend a great deal of time doing this. ‘Why’ becomes a favourite word and questions are constantly being asked. As a child reaches three years old, they will join in and remember both words and actions to songs, speech progresses into longer sentences and can easily learn new words, names, places and so on. 3-7 As children grow at three years old, if more than one language is being spoken around them they will learn more than one language. They can carry on conversations but often miss link words like ‘the’ and ‘is’ During their singing and speaking they will use pitch and tone. At four years old, children start to talk in past and in the future. They begin to recognise patterns in the way words are formed and apply these when talking however they are unaware that many common words have irregular forms, they may say ‘I runned’ or ‘I goed’. Jokes and play on words become enjoyable. At five years old children will talk with a good knowledge of tense, using the past, present and future in conversation. They are fluent in speech and grammatically correct for the majority. Questions are asked about abstract words like ‘beyond’. Children at six years old gain confidence when they speak and remember and repeat songs and nursery r hymes. They may alternate between wanting stories read to them and reading books themselves. 7-12 At seven years old children understand that words have more than one meaning. Expressing themselves becomes easier in speech and writing. They use compound and complex sentences, and can carry adult-like conversation. At eight and nine, children use and understand complex sentences, they are very verbal and enjoy making up and telling jokes. Spelling becomes understood, and using simple punctuation becomes consistent. They use writing for different purposes, for both imaginative and factual. They use books to find out answers, reading independently for long periods of time, sometimes using the help of adults. Through the ages of ten and eleven children can write moderately lengthy essays, to do this they may use dictionaries, school libraries or the help of an adult to gain the correct information. They will look at work they have done and try to correct punctuation and revising their own writing. 12-19 During adolescents, language skills may still be developing, but with a more complex manner. They may start using sarcasm and wit the older they get. They will have a fast legitimate style of handwriting and will communicate in an adult manner, including increased maturity. Teenagers are able to process text talk and abstract meaning, understanding abstract language and the meaning, figurative language and metaphors. Emotional and Personal:- 0-3 From birth babies respond to adults especially their mother/father’s faces and voices.. At one years old children may show distress or separation anxiety. Objects such as blankets or teddies will be used for comfort. They become emotionally liable, meaning that they are likely to have variable moods throughout the day. From two years old, children want to please adults and become much more independent, but frustration will show when they are unable to complete some tasks without the help of an adult resulting in tantrums. Jealousy begins to show when they are not receiving attention, sharing may become hard for some children, this can be with attention from adults or even some toys. Frustration is now shown more because of not being able to express themselves. Children may also show toilet needs by restlessness or words. 3-7 From three years old, children will begin to learn to share better with other children. They feel more secure are able to cope in new surroundings and new adults for a longer period of time, but still need routine and structure to feel safe. They like to do more things independently and unaided. Affection is shown to siblings whether it be older or younger. Using the toilet independently and dry throughout the night but may still have accidents, although this may be different with each child. Fears may develop for example of the dark, this is because they are capable of pretending and imagining. At four years old children can eat skilfully with a spoon and a fork. Dressing themselves and doing things like brushing their teeth, washing and drying their hands can be done independently but still need help with buttons and laces. Children at five years old have definitive likes and dislikes, but may have small apparent logic, for example they may eat on food when it is only cut a certain way. From the age of six children begin to compare themselves with others around them, thinking that they are like others but in a different way. They carry out simple task and like to get rewarded for doing so, some people may use reward charts to do so. 7-12 At seven years old children learn how to control their emotions, learning that they can keep their emotions to themselves and hide their true thoughts and feelings. Who they would like to be becomes thought about and can be critical of their own work. Children at eight and nine years old can easily be embarrassed, can be discouraged easily and take pride in their own competence. They can become argumentative and bossy however can still be kind and approachable. The feelings and needs of others may not be fully understandable to them but they do begin to see things from somebody else’s point of view. Through the ages of ten and eleven, children have an increasing ability to understand the needs and opinions of others, developing a more defined individual personality. They can become gradually more self-conscious and are able to identify and describe what they are feeling to others. For girls especially those who start puberty early they may have sudden dramatic or emotiona l changes. 12-19 As teenagers go through adolescents through the ages of twelve and sixteen they may feel misunderstood, they may become self-conscious or anxious about their physical appearance and often compare themselves to others, needing a great deal of reassurance. They may alternate between behaving like a child and behaving as an adult, this is because they will experience big emotional changes and may find them difficult to control. Recognition from peers becomes important to teenagers feeling the need to be accepted, this may influence their clothing styles and interests. Through sixteen and nineteen teenagers may begin to explore their own sexuality, they can start to question their own family’s beliefs, values and attitudes and develop their own. Their peers have less influence on them as it becomes less important to them. Social and Behavioural:- 0-3 From Birth babies enjoy feeding and cuddling. They enjoy the company of others and games like ‘peek-a-boo’ become one of their favourites. They will become shy around others and look to their primary carer for comfort and reassurance. They begin to show a particular temperament, they can be placid or excitable. At around six months babies become more wary of strangers and show distress when their mothers leave, they smile at familiar faces and strangers. From one year, children help with daily routines, such as getting washed and dressed, they enjoy socialising at meal times, trying to master feeding themselves.. They may repeatedly throw objects on the floor during play or because of rejection. Playing by themselves contently but may prefer to be near a family member or familiar adult. At two years old children become curious about their environment and are eager to try new experiences, they like to play with other children but may not like sharing their toys. 3-7 From three years old children can see things from someone else’s point of view and family meal times become very enjoyable. They are willing to share their toys with their peers and begin to take turns when playing, it is interesting to make friends and having them. They are more cooperative with adults and like to help them. At four years old children like to be independent and are strongly self-willed. They like to be with other children but often show sensitivity to others. When a child reaches five years old they are able to amuse themselves for longer periods of time, for example looking at a book or watching a DVD, they show sympathy and comfort to friends who are hurt and are able to choose their own friends. At six years old children choose their friends from their personalities and interests, they hold long conversations with them naturally taking it in turns to speak and listen. 7-12 Children from seven years old start to form close relationships mainly with those of the same sex as them, however adult help may be needed in resolving arguments. Speaking up for themselves becomes easier for example when visiting people like the dentist or doctor. Around this age it is important for children to understand boundaries and why they are there. At eight and nine children make friends rather casually and may change quickly, the majority of friends are still the same sex as them but begin to show interest in the opposite sex. They start to join informal clubs formed by other children themselves but also like to join adult led groups like brownies or cubs, and start to show a sense of loyalty to these groups. Through the ages of ten and eleven children have stronger relationships with friends and usually have a best friend, the friendship will also last longer, these friendships will be formed on the basis of a mix of different shared interests and things that they have in common. Children fall into peer pressure and want to talk, dress and act like their friends, they prefer to spend time with friends and still continue to enjoy belonging to small groups of the same sex. 12-19 During adolescents teenagers start to identify more with friends and the relationship with parents becomes weaker. Because of the emotional need of feeling accepted from their peers, friends influence their interests. Teenagers become more socially skilled and become better at resolving conflicts with others. As they reach the age of sixteen to nineteen relationships with parents become strong again as they can have much more of an adult relationship with them. Friends and others around them influence their behaviour less as they become less important to them.