Who Cares About Writing Anyway Essay Example | Topics and Well Written Essays - 1000 words

Who Cares About Writing Anyway - Essay Example is about the self, including the individual and the collective inside the â€Å"I.† I would like to think that people, however, should think more about what, why, and how they write, because writing renders significant power that should not be diluted by constantly writing about personal and superficial strifes alone. Freedom of speech is a responsibility that is too important to be wasted on empty status updates that do not, at least sometimes, mean something more to people as human beings and as communities. This paper argues that people should care about writing, because whoever writes well can re-tell the past, appreciate and affect the present, and re-define the future. History spawns power; whoever writes and re-tells it, owns it and the future. Benjamin Franklin has written his autobiography that some praise, some criticize, or some just feel nothing for. But he knows the power of the written word. The written word can be the basis for the said word too. The written word can bring meaning and lessons that can impact the way people think and act. Lawrence undermines Franklins moral values in â€Å"On Ben Franklins Virtues,† but he does so through writing too. He wants to document his own views, because he knows that writing will re-tell the past the way he wants it to be told. He wants the past to not be interpreted and spread by a white man alone. He wants his own viewpoint as a â€Å"dark forest† (367). I want to stress that writing consists of expressing how people want others to see themselves as individuals and as part of their people/s too. Indeed, each race has its individuals. Lawrence is an individual and Franklin is too; th ey belong to their â€Å"groups,† whether these groups intersect or not. They can clash in their arguments of virtues and write about it, because that is part of shaping who they are. At the same time, they want to influence others, whether they are in the same racial community or not, so that they can make sense of their past as

Comparison of the Great Gatsby, Leisure Class, and Teaching in Tehran Essay Example for Free

Comparison of the Great Gatsby, Leisure Class, and Teaching in Tehran Essay Class differences in society are a major impact on the lifestyle of people. Even today we can see how it effects how a person experiences their life. In The Great Gatsby by F. Scott Fitzgerald, we can clearly see how Gatsbys social status changes while in Reading Lolita in Tehran by Azar Nafisi we can see how class differences effect the opinions of the people in the class. The Theory of the Leisure Class by Thorstein Veblen also demonstrates the philosophy and the dynamics of the differences between the rich and the poor. In these three works, status is portrayed as a dominant force in shaping ones educational and/or social experience. In The Great Gatsby we can see how ones status effects a persons educational and/or social experience. Gatsby was born into a poor family and so he wasnt able to get a proper education. Instead he worked as a clam-digger and a salmon-fisher, unlike Tom and Nick who had the best education due to their higher status and abundance of money. Gatsby had a different social experiece from Nick who was raised as a wealthy young boy who knew of his status. This acted as a confidence booster, one that assured him of his identity. Nicks father once said to him Whenever you feel like criticizing anyone just remember that all the people in this world havent had the advantages that youve had (1). Gatsby, on the other hand, had a different social experience. Gatsby wasnt spoiled and became mature at a younger age. However, when Gatsby moves to West Egg, his educational and social experiences now differ from his past due to him being a higher status. Gatsby, now a wealthy man, is able to pursue an education with more confidence. He is also able to experience a new social standing. An example of him excercising his new wealth and position in society is his hosting of popular parties in which he is able to observe how higher class people interact. Despite this he is always uncomfortable with the rest of the higher class and is only a spectator of his parties. He never really fits in because although he is now a higher class, he grew up poor with different ideals. Growing up in a different environment made Gatsby think that with money he can achieve anything even his goal of attaining Daisys love. His naivety with money shows distinct class division between poor and rich. Interaction between men and women in Tehran make women dependent on men. Gender plays a role in determining staus in Tehran. No matter how poor a man is he is seen as having more status than most women. In the excerpt Reading Lolita in Tehran, we can see the different educational and social values between men and women. Since men are raised thinking they have the superior status and their outlook on women are all similar. Unlike men, women are forced to be dependent on the male because of Tehran laws. This restricts women to do what men want to. Educationally both men and women were taught in this excerpt ,but how they perceived education was different. For a very religous man like Mr Nyazi, The Great Gastby as a book goes against eveything he believed in. Religon and his beliefs made him more narrow-minded and unable to look at the whole picture, making his argument biased. Mr. Nyazi argued, West is our great enemy, it is the Great Satan, not because of its military might, not because of its economic power, but because of its sinister assault (126). For a woman in Tehran to be able to argue back to a man was a big deal. Zarrin had a less biased view than Mr. Nyazi arguing how he wasnt reading critically enough. Zarrin said, An inablility to read a novel on its own terms. All he knows is judgement, crude, and simplistic exaltation of right and wrong (128). In this particular society, gender is a status that is even more difficult to break through than wealth. Being born into a wealthy family meant that you have many advantages. In The Theory of the Leisure Class we can see how the standards of the wealthy are very different from the poor. Being born into a higher class also comes with social pressure to be like everyone else and be different from the poor. Thorstein speaks of some guidelines wealthy people follow to show off their wealth to say Im not poor ,but rich. At this tage of wealth consists chiefly of slaves benefits accruing from the possesions of the riches and personal service and the immediate products of personal service(1). What the wealthy experience is very different from the poor. The wealthy has more freedom of choice, having more leisure time to do what they please, while the poor must work everyday to survive. Whether through status or gender ,these roles in society inevitably effect the experiences and oppurtunities that are offered. Gatsby being how he changed from the lower class to the higher class or even how Zarrin viewed The Great Gatsby versus Mr. Nyazis view.

Holiday Customs in Victorian England :: essays research papers

Holiday Customs in Victorian England Although Christ's Nativity has been celebrated since the 4th century, most of the English customs we are familiar with today are as recent as the mid-19th century. Many of the early ceremonies were started with pagan beliefs. â€Å"The Protestant Reformation condemned most of these pagan customs as superstitious and banned public celebrations of Christmas.† Michelle J. Hoppe. It wasn't until Prince Albert married Queen Victoria and brought many German customs with him that Christmas began to gain popularity again. â€Å"One of the first signs of Christmas was the arrival of the Christmas card in the post. John Calcott Horsley designed the first Christmas card in 1846 for Sir Henry Cole, Chairman of the Society of the Arts. Only 1000 cards were printed that first year and were expensive, but the pattern for the future was formed.† Encyclopedia. Then in 1870, postage was reduced. Thus began the real spread of the Christmas card. By the early 1870s, the custom had reached the United States. Christmas decorations sometimes appeared well before the holiday, also, but many still held to the old superstition that it was bad luck to put up a evergreen (Christmas Tree) before Christmas Eve. †The most favored plants were all 'magical' because of the mid-winter berries they produced--mistletoe, holly and ivy. The red berry of the holly was believed to protect one against witchcraft.† Encyclopedia. The sprig had to be carried into the house by a male, as the berry is on the 'male' holly plant. One use for holly sprigs was to decorate the Christmas pudding. The 'female' ivy symbolized immortality. â€Å"Mistletoe, because of its pagan origins, was not allowed in any church. Kissing under the mistletoe was English custom and only as many berries as were on the mistletoe, could there be kisses. For after every kiss, a berry had to be removed from the sprig.† English Customs. The Christmas tree can truly be called a Victorian innovation. The custom of a lighted tree began in Germany then made its way to America. â€Å"It wasn't until Prince Albert, of German descent, brought the Christmas tree to England in 1840 that it gained popularity there. By 1847, the trees at Windsor Castle were laden with presents as well as wax candles.† Michelle J. Hoppe. The tradition spread as English citizens followed the Royal example. The trees and other decorations were removed on Twelfth Night (January 6).

Eth/125 Gender and Sex Worksheet

Associate Program Material Gender and Sex Worksheet Answer the following questions in 50 to 150 words each. Provide citations for all the sources you use. What is gender? What is sex in biological terms? Are gender and sex the same thing? Explain why or why not? According to  Ã¢â‚¬Å"Eldis†Ã‚  (2013),  Ã¢â‚¬Å"'Gender' refers to the socially constructed roles of and relations between men and women. , while ‘Sex' refers to biological characteristics which define humans as female or male. † (1) Gender and sex are similar but they are not the same thing.I say this because a person can have the sexual characteristics of a man but still have the gender of a woman e. g. transgender. According to  Lesbian & Gay Community Services Center, Inc. (2013),†Transgender,† at its most basic level, is a word that applies to someone who doesn't fit within society's standards of how a woman or a man is supposed to look or act e. g. â€Å"Transgender† may be used to describe someone who was assigned female at birth but later realizes that label doesn't accurately reflect who they feel they are inside.This person may now live life as a man, or may feel that their gender identity can't be truly summed up by either of the two options we're usually given (male or female). (1, 2) How do gender and sex contribute to the concepts and constructions of masculinity and femininity? According to  Planned Parenthood Federation of America Inc  Ã‚  (2013),   â€Å"Culture determines gender roles and what is masculine and feminine. What does it mean to be a woman or man? Whether we are women or men is not determined just by our sex organs. Our gender includes a complex mix of beliefs, behaviors, and characteristics.How do you act, talk, and behave like a woman or man? Are you feminine or masculine, both, or neither? These are questions that help us get to the core of our gender and gender identity. † Gender and sex does help with the construct ion of masculinity and femininity, but culture plays a huge role in determining your gender e. g. a boy that raised without a father figure and had more female role models might have more feminine traits. Do our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity? Yes, our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity.I say this because it is the norm to act like the sex or gender we or born into or raised up to be. People are afraid of things that are not consider the norm. Do our concepts of gender and sex contribute to our understanding of sexual orientation? Explain. Yes, of gender and sex contribute to our understanding of sexual orientation. I say this because what we understand gender and sex to be is what we use to create our beliefs of sexual orientation e. g. If we don’t believe that culture has anything to do with gender, and gender is what makes a person’s sexual orientation cle ar.Then we couldn’t possibly believe that a person could be â€Å"transgender†. Works cited Eldis. (2013). Retrieved from http://www. eldis. org/index. cfm? objectId=76FB2B59-BFA2-926C-DC2B394188B4DA92    Lesbian & Gay Community Services Center, Inc.. (2013). The Center. Retrieved from http://www. gaycenter. org/gip/transbasics/whatistrans Planned Parenthood Federation of America Inc. (2013). Planned Parenthood. Retrieved from http://www. plannedparenthood. org/health-topics/sexual-orientation-gender/gender-gender-identity-26530. htm Eth/125 Gender and Sex Worksheet Associate Program Material Gender and Sex Worksheet Answer the following questions in 50 to 150 words each. Provide citations for all the sources you use. What is gender? What is sex in biological terms? Are gender and sex the same thing? Explain why or why not? According to  Ã¢â‚¬Å"Eldis†Ã‚  (2013),  Ã¢â‚¬Å"'Gender' refers to the socially constructed roles of and relations between men and women. , while ‘Sex' refers to biological characteristics which define humans as female or male. † (1) Gender and sex are similar but they are not the same thing.I say this because a person can have the sexual characteristics of a man but still have the gender of a woman e. g. transgender. According to  Lesbian & Gay Community Services Center, Inc. (2013),†Transgender,† at its most basic level, is a word that applies to someone who doesn't fit within society's standards of how a woman or a man is supposed to look or act e. g. â€Å"Transgender† may be used to describe someone who was assigned female at birth but later realizes that label doesn't accurately reflect who they feel they are inside.This person may now live life as a man, or may feel that their gender identity can't be truly summed up by either of the two options we're usually given (male or female). (1, 2) How do gender and sex contribute to the concepts and constructions of masculinity and femininity? According to  Planned Parenthood Federation of America Inc  Ã‚  (2013),   â€Å"Culture determines gender roles and what is masculine and feminine. What does it mean to be a woman or man? Whether we are women or men is not determined just by our sex organs. Our gender includes a complex mix of beliefs, behaviors, and characteristics.How do you act, talk, and behave like a woman or man? Are you feminine or masculine, both, or neither? These are questions that help us get to the core of our gender and gender identity. † Gender and sex does help with the construct ion of masculinity and femininity, but culture plays a huge role in determining your gender e. g. a boy that raised without a father figure and had more female role models might have more feminine traits. Do our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity? Yes, our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity.I say this because it is the norm to act like the sex or gender we or born into or raised up to be. People are afraid of things that are not consider the norm. Do our concepts of gender and sex contribute to our understanding of sexual orientation? Explain. Yes, of gender and sex contribute to our understanding of sexual orientation. I say this because what we understand gender and sex to be is what we use to create our beliefs of sexual orientation e. g. If we don’t believe that culture has anything to do with gender, and gender is what makes a person’s sexual orientation cle ar.Then we couldn’t possibly believe that a person could be â€Å"transgender†. Works cited Eldis. (2013). Retrieved from http://www. eldis. org/index. cfm? objectId=76FB2B59-BFA2-926C-DC2B394188B4DA92    Lesbian & Gay Community Services Center, Inc.. (2013). The Center. Retrieved from http://www. gaycenter. org/gip/transbasics/whatistrans Planned Parenthood Federation of America Inc. (2013). Planned Parenthood. Retrieved from http://www. plannedparenthood. org/health-topics/sexual-orientation-gender/gender-gender-identity-26530. htm

Broadband Methods

There are several broadband methods that can be used to provide high speed internet access at home. The selection of the method is determined by the requirements, the availability of the hardware which is determined by the location of the user and the installation cost. Some of the most common methods include digital subscribers line (DSL), cable internet and satellite internet among others (Lemke, 2001). Due to its availability and speed relative to other options, I would prefer satellite internet for home use. Digital subscriber line is the most common home internet access method and provides network over the telephone lines.The main advantages of DSL that the subscriber is always connected, the hardware can have multiple uses (it is used as a phone and as an internet access devise at the same time), it provides a wide range of prices depending on the speed and a wide range of service providers. However, its use is limited by varying speed, availability, download limits and the spe cial equipments that must be installed by the telecom company. Cable internet on the other hand uses other coaxial cables other than telephone cables such as the television conduits. This broadband method has the basic advantage of being inexpensive and higher availability.On the other hand, it has the disadvantage of congestion and security problems associated with sharing of the network. Moreover, it is more suitable for multiple computers in home use (Steve Internet Guide, 2010). Satellite internet consists of a mini satellite disc mounted by a service provider. It has the advantage of always being connected and high speed. It is however more expensive compared to other options (Gustafson, 2005). Reference Gustafson, C. J. (2005). Disgusted With Dialup? – Compare DSL Providers, Cable and Satellite Internet to See If One Is Right for you, retrieved on July 9, 2010 from:http://www. buzzle. com/editorials/1-27-2006-87484. asp. Lemke, T. (2001). Cable, DSL or satellite? High-s peed internet connections can download information 50 times faster than a standard 56-kilobyte modem. But technology hasn't caught up with demand, retrieved on July 9, 2010 from: http://findarticles. com/p/articles/mi_m1571/is_47_17/ai_80900393/? tag=content;col1#comments Steve Internet Guide (2010). Broadband Internet Connection Methods, retrieved on July 9, 2010 from: http://www. steves-internet-guide. com/Broadband-Internet-Connections. php

The eNotes Blog 5 Things to Avoid While TeachingShakespeare

5 Things to Avoid While TeachingShakespeare Introducing Shakespeare to high school students is daunting. Getting them to care about Shakespeare is even more intimidating. Though we often have the best intentions, many of us fall into the following teaching traps when we turn to the Bard. Im certainly guilty of doing this, and Ive tried to make up for these transgressions by doing things a little differently. Lets look at these five (extremely common) things  to  avoid  doing while teaching Shakespeare to high school students as well as how Ive tried doing things instead.   1. Force Students to Read the Play Aloud as if They Were Actors The theater lover in me opens Shakespeare and wants my  students to experience the magic firsthand. Have students  read it aloud; have them perform it! They will make  it their own and fall in love with the characters the way I did in the theater.This seems like such a good idea. But, its actually an easy way to make your students cringe at the mention of Shakespeares name and fake sore throats to get out of reading.What I love about seeing Shakespeare performed in a theater is how well the actors  perform  the  lines and make them easy to understand using the right inflection. Students approaching the material for the first time have a hard enough time working through what the text is saying, let alone performing in a way that  is entertaining and  meaningful to everyone else in the room. (Not to mention it generally embarrasses the more introverted students and makes them feel quite negatively towards the play.) Instead, I try  to  let professionals, like Branagh, take the stage: Find a recording of the play and have students follow along while the tape reads. Youll be surprised to find how much better the students are able to understand the language  in the play when it is performed properly. Stop the tape frequently to discuss the metaphors and ask them questions about the text. If you want students to perform the lines, assign them a particular scene to learn and memorize. This will help them fully understand how the language works  and  make the material their own. Win win! 2. Consider  (or call)  Shakespeares Language  Old English All of my students start off calling Shakespeare Old English because it seems so alien to them. However, Old English is actually an entirely different language. Beowulf  was written in Old English. It looks like this: HWÆT, WE GAR-DEna in geardagum, à ¾eodcyninga à ¾rym gefrunon, hu à °a à ¦Ãƒ ¾elingas ellen fremedon! Shakespeare is written in  Early Modern English. Arbitrary, technical, and unnecessary distinction, you might say? Think again! Telling your students that Shakespeare is not Old English but  Modern  English can help make the text more accessible. He does  use some archaic puns, metaphors, and vocabulary, but what students are calling old is his syntax and poetic phrasing, not so much his language. They dont have to learn a whole different language to understand the play- they just have to figure out how  he plays with the language they already speak (which is so much easier!). I  try to dust off the old language with the following: Do a lesson on iambic pentameter and poetic phrasing (Shakespeares weird syntax). If students know why the language sounds so strange, they will feel more competent  approaching  it, instead of dismissing it as something old that they dont think they can  understand. Analyze  something like hip-hop or lyric syntax to help students understand how Shakespeare played with the language. In other words, people in Shakespeares time didnt necessarily talk like this, but they  understood his language  the way we understand songs today. For a fun way to help them play with Shakespeares syntax and form, have students try to write a Shakespearian sonnet in iambic pentameter. Proposing they write about particularly absurd topics (Sonnet to a Squirrel) makes this exercise informative and entertaining. 3. Read the Play  for Its Plot The  best  part of a Shakespeare play in the theater is watching the characters and plot unfold on the stage. But whats even better is being able to break down all of the metaphors, irony, allusions, and off-the-wall metaphors. And there is no better place to do that than an English classroom! While spoilers  for  Game of Thrones may be blasphemy, spoilers in Shakespeare allow students to get into the really fun bits of these plays. Shakespeare borrowed most of his plots from historical events, mythology, or other playwrights. The fun of Early Modern Drama was not what was depicted, but  how  it was depicted. I try  to  indulge in spoilers: Encourage students to look up a synopsis of the play online before reading it as a class. Create a plot outline and post it somewhere in the classroom (or online) so that students know exactly what they are reading about when they get lost in the language. Spend class time focusing on the specific metaphors, irony, characters, etc. This  will help students remember the play and its themes long after the class is over. 4. Treat Shakespeare Like the Almighty Bard and Master  of the English Language This one was really hard for me to accept. As an English teacher, theater lover, and metaphor enthusiast, Shakespeare  is  the almighty master of the English language.  However, my tendency to nerd out over Shakespeares brilliance before my students even got to the text tended to make them less open to reading (or loving)  it. Why? Because Shakespeare already comes with a lot of baggage. Chances are, your students have associations that align Shakespeare with high-class, complicated, and unquestionably brilliant literature. When in reality, Shakespeare was the low, popular entertainment of his time. Shakespearian theater was performed outside the city walls near bear-baiting pits and whore houses. Treating Shakespeare texts like they contain all of lifes answers will dissuade students from engaging in, questioning, and appreciating the text for what it is. Shakespeare is full of body humor, insults, innuendos, and, yes, flaws. If you introduce Shakespeare as undeniably great, your students will miss all of this (or worse, think they cant talk about it). I try  to put Shakespeare back in the bear pit: Introduce Shakespeare in his Early Modern context. Bring in modern  books, short stories, or play adaptations by authors with ethnically diverse backgrounds to show students how authors have taken up the same themes as Shakespeare (many even doing it better). Fun Fact: The Bodleian Library (one of the most famous libraries and the site where  they filmed Harry Potters library scenes) originally  rejected  Shakespeares plays. Sir Thomas Bodley claimed that he had built the library as an ark to save learning from the deluge and had to keep out  very unworthy matters such as Shakespeares plays. 5. Lecture About What the Play  Meant to Say Many of Shakespeares plays are extremely controversial (see  The Merchant of Venice) or extremely cryptic (see  King Lear). When I first started teaching, I thought offering a resolution to these problems would help students better understand and connect to the story. It did not. Resolving textual problems only solidified the idea that the text was perfect rather than helping the student learn. Grappling with these controversies and inconsistencies can be one of the most rewarding and empowering exercises a student can do in an English class. I tried to get cozy with ambiguity: Hold a classroom discussion or debate about what is going on in the text and why. Rather than offering solutions, ask students  a lot of questions and never resolve the problems.  The question is often better than the answer anyway. Even if you avoid all of the donts and do all of the dos, some students will never get happy feet when you pull out a Shakespeare play. But, if you give the students the space to engage with  the plays, they will  leave the class with something even more valuable: critical eyes and confidence. Ultimately, the best thing you can do to teach Shakespeare is to make it fun for your students and yourself. Who knows, you might even  create another anglophile.

The hebrew bible Essays

The hebrew bible Essays The hebrew bible Essay The hebrew bible Essay Essay Topic: Kindred Song of Solomon The Bible Hebrew Bible as Literature Instructions: Identify the following passages, providing their full contexts and their significance and meaning. 1. So Bathes went to the king in his chamber. ?The king was very old, and Babyish the Chummiest was waiting on the king. ?Bathes bowed low in homage to the king, and the king asked, What troubles you? -The following passage is found In 1 Kings 1:15, in which It entails how Bathes is troubled to know that her son will be the next king of Israel. Bathes bows low in homage meaning she bows down with respect; her face to the ground, in honor before the king. Because Admonish is in the throne, she is troubled; Bathes asks him why Solomon is not king because of his promise he said. She Is worried to know why King David is not aware of this. 2. We cannot do this thing, to give our sister to a man who is uncircumcised, for that Is a disgrace among us. Only on this condition will we agree with you, that you will become Like us In that every male amongst you Is circumcised. Then we will give our daughters to you and take your daughters to ourselves; and we will dwell among you and become as one kindred. -The following passage is found in Genesis 34:13-16. The brothers of Dinah speak to Scheme, and his father Humor by proclaiming that their sister Dinah has been dishonored, and refuse to give their sister to a man who Is not circumcised, because therefore It will be a disgrace to the brothers. They agree that they will give their sister under the condition that Scheme and all his men become circumcised. 3. By the rivers of Babylon, There we sat, Sat and wept, As we thought of Zion. There on the poplars. We hung up our lyres, For our captors asked us there for songs, Our tormentors, for amusement, Sing us one of the songs of Zion. The passage is found in Psalms MOM 3. The Psalms says that besides the rives of Babylon the men sat and cried over the thought of Jerusalem meaning Zion. The lyres is another word for harps, as they put away their harps hanging them. Because their abductors demanded a song from them for a Joyful song, as they described them characters of torment. The abductors demand the men who are crying to sing songs of Jerusalem. 1 OFF I will go; wherever you lodge, I will lodge; your people shall be my people, and your G- d my G-d. Where you die, I will die, and there will I be buried. Thus and more may the Lord do to me if anything but death parts me from you. -In Ruth 1:16 Ruth replies to her mother in law begging her not to tell her to leave her, and turn back to her home. She shows her humbleness and respect towards her mother in law when becoming a widow. Ruth refuses to leave her and is committed to follow the G-d she follows and where she will live Ruth is to follow her side and never leave her. She tells her that in death sh e will part away from her side. 5. The making of many books is without limit. And much studying is a wearying of the flesh. The sum of the matter, when all is said and done: Revere G-d and observe His commandments! For this applies to all mankind; that G-d will call every creature to account for everything unknown, be it good or bad. The following passage means that people write a lot of books, but reading is a waste of time. All you really need to know is to obey G-d, because everyone is going to have to answer to him for what they did, good and bad. Found in Ecclesiastic 12:12-13 Young people are being advised to remember their Creator before old age and death kick in, when the spirit returns to God who gave it. Then they will have to account to G-d for the way they had lived their lives in the flesh. This means not to stick your heads in books all your lives, but to enjoy life intelligently, with reference to G-d as He is the whole duty of man. 6. He took a potsherd to scratch himself as he sat in ashes. His wife said to him, Mimi still keep your integrity? Blaspheme G-d and die! This is from the Book of Job. After Job has been through extreme misfortune, his wife tells him to Just say screw you, G- d so G-d will finally finish him off. Found in Job 2:9. Jobs wife turned on him. Clearly, Jobs wife thought it was a waste of time living to an honorable G-d. So Job told her, You are talking like a foolish woman. Shall we accept good from G-d, and not trouble? In all this, Job did not sin in what he said. By the end of the book, Job is corrected and G-d restores to him more than what he had lost in the troubles inflicted upon him by Satan. Living for G-d is not dependent on what might happen to us in life. 7. But did G-d really say to you of the fruit of the Tree of Good and Bad you shall not eat? This is a quote from Genesis, in which the serpent asks Eve if G-d really said they ant eat from the tree of the knowledge of good and evil. Found in Genesis 3:1 . Satan planted a seed of doubt in Eves mind. He asked, Did God really say, You must not eat from any tree in the garden? He knew that was not what G-d had said at all. Eve almost answered correctly, putting him right in one respect, but wrongly saying they 8.. Happy is the man who finds Wisdom, The man who attains understanding. Her value in trade is better than silver, Her yield, greater than gold. She is more precious than rubies; All of your goods cannot equal her. In her right hand is length of days, In her left, riches and honor. Her ways are pleasant ways, And all her paths, peaceful. She is a tree of life to those who grasp her, And whoever holds onto her is happy. Proverbs 3:13-18 this represents a self-explanatory wise advice from a father to a son. But the point about wisdom being a tree of life to those who embrace her is interesting in connection with Genesis 2 because the Tree of Life was at the centre of the Garden of Eden, and if Adam and Eve had obeyed God, they would have partaken of it. Wisdom is a virtue. 9. But the next day at dawn G-d provided a worm, which attacked the plant so that it dithered. And when the sun rose, G-d provided a sultry east wind; the sun beat down on his head, and he became faint. He begged for death, saying, l would rather die than live. Then G-d said to him, Are you so deeply grieved about the plant? miss, he replied, so deeply that I want to die. This is from the story of Joana in Joana 4:8 G-d taught silly Joana another lesson by means of the plant which sprang up overnight and protected him from the scorching wind and sun. When G-d then caused the vine to shrivel, Joana complained. He had settled down to watch the extraction of Nineveh, after eventually going there to warn them. But the Naivetà ©s had repented and G-d spared the city. Joana was really angry for he thought that made him out to be foolish. Well, he was foolish, but for another reason. G-d told him, You have been concerned about this vine, though you did not tend it or make it grow. It sprang up overnight and died overnight. But Nineveh has more than a hundred and twenty thousand people who cannot tell their right hand from their left, and many cattle as well. Joana Just, after pitching this big fit about it, finally went to his city G-d told him to go to and warned the people there if they didnt repent G-d would kill them. They did repent, which made Joana kind of moody because he wanted them to get blown up. He leaves the city and its really hot and hes thirsty, so G-d makes this plant grow out of the ground to give him shade, but then kills it shortly afterward. Joana gets really mad about this and begs G-d to kill him. G-dos whole point is that if Joana is this worked up about a plant dying he should really not be so psyched for the brutal destruction of an entire city. 10 . The other woman spoke up, No, the live one is my son, and the dead one is they went on arguing before the king. This is found in 1 Kings 3:15 from the story in which two women each had a baby and one of the babys died and the mother of the baby who died tried to say to the other womans that the baby who is alive was hers. They bring the dispute to King Solomon, who wisely decides to settle the matter by offering to cut the kid in half and give a half to each women. The woman whos faking is okay with this idea while the woman who se kid it really is relents at this point, curing its better for her child to be alive and with another mother than cut in half. Solomon sees this and gives it to the real mother because he knew only she would react that way. Its a story that demonstrates Salmons wisdom. 11. How have the mighty fallen In the thick of battle? Jonathan, slain on your heights! I grieve for you, My brother Jonathan, You were most dear to me. Your love was wonderful to me More than the love of women. The passage is found in 2 Samuel 1 . This passage represents the uniting bond of love that corresponds with the unbreakable, undying love of the anointed king-elect David of the tribe of Judas toward unselfish lovable Jonathan, the son of king Saul. 2 Samuel 1:25-27) Shortly before their final separation from each other, Jonathan swore again to David because of his love for him; for as he loved his own soul he loved him. (1 Samuel 20:17) On learning of Jonathans death with his father in battle, David was impelled to chant a dirge and to climax it with the words: l am distressed over you, my brother Jonathan, very pleasant you were to me. More wonderful was your love to me than the love from women. (2 Samuel 1 :26) Their mutual love was a perfect bond of union. Only death did them part. 12. When they arrived and he saw Elba, he thought, Surely the Lords anointed stands before Him. But the Lord said to Samuel, Pay no attention to his appearance or his stature, for I have rejected him. For not as man sees does the Lord see; man sees only what is visible, but the Lord sees into the heart. Found in 1 Samuel 16, it interprets how G-d is not impressed by how tall and handsome Elba is. When warfare broke out between the Philistines and the Israelites, Elba was in King Sails army. He, along with the rest of the men, heard the Philistine champion Goliath challenge: . I myself do taunt the battle lines of Israel this day. Give me a man, and let us fight together! ?l Sam. 17:8-10. Elba react didnt display faith in Jehovah ability to make him successful in the fight against Goliath. Liable made no effort to take a courageous stand. He evidently shared in the reaction of the rest of the Israelites. The Bible reports: When Saul and all Israel heard these words of the Philistine,they outside appearances to where true beauty can be found. It is the heart of the inner errors, the source of ones thoughts, attitudes, and feelings that matters to G-d. So he rejected Elba as king. 14. But the children struggled in her womb, and she said, If so, why do I exist? She went to inquire of the Lord, and the Lord answered her: Two nations are in your womb, Two separate peoples shall issue from your body; One people shall be mightier than the other, And the older shall serve the younger. The passage explains that with Seas and Jacob, Gods foreknowledge did not fix their eternal destinies but, rather, determined which of the national groups descending room the two sons would gain a dominant position over the other. Genesis 25:23-26) This points out to the gaining of the right of the firstborn by Jacob, a right that brought along with it the privilege of being in the line of descent through which the Abraham seed would come. (Genesis 27:29; 28:13, 14). Essays disposition showed that satisfying his fleshly desires was more important to him than gaining the future blessings that would have flowed from his inheritance. Seas did not cherish hi s birthright and evidently did not really love G-d. Seas ignored the effect his action would have on his offspring. In contrast, Jacob deeply appreciated his inheritance, for instance, Jacob acted in harmony with parental instruction in choosing a wife. (Gene. 27:46-28:3) Because Jacob made this choice that required patience and sacrifice, he became a forefather of the Messiah. 15. Then an angel of the Lord came to him from heaven And he answered, Here I am. And he said, Do not raise your hand against the boy, or do anything to him. For now I know that you fear G-d, since you have not withheld your son, your favored one, from Me. In the passage G-d putts Abraham too greater test. Take, your son, your favored one, Isaac whom you so love, and offer him up as a burnt offering. (Genesis 22:2) For Abraham, Isaac was not Just any son. He was the only child of Abraham and his wife, Sarah. Isaac was the son of the promise, Abrahams only hope that his seed would inherit the land of Canaan and be a blessing to many, according to Gods promise. After all, Isaac was the son whom Abraham was expected to ha ve and who was born after a miracle from G-d. Then G-d confirmed the covenant promises about Abrahams seed, because Abraham fears G-d. Abraham became known as Jehovah friend. ?Genesis 22:13-18;

Instruction and Assessment Unique to Each Student

Instruction and Assessment Unique to Each Student If teaching were as simple as using the one best way to teach everything, it would be considered more of a science. However, there isnt just one best way to teach everything and thats why teaching is an art. If teaching meant simply following a text book and using the same size fits all approach, then anyone could teach, right? Thats what makes teachers and especially special educators unique and special. Long ago, teachers knew that individual needs, strengths and weaknesses must drive instructional and assessment practice. Weve always known that children come in their own individual packages and that no two children learn the same way even though the curriculum may be the same. Instructional and assessment practice can (and should) be different to ensure that learning happens. This is where differentiated instruction and assessment comes in. Teachers need to create a variety of entry points to ensure that student differing abilities, strengths, and needs are all taken into consideration. Students then need varying opportunities to demonstrate their knowledge based on the teaching, hence differentiated assessment. Here are the nuts and bolts of differentiated instruction and assessment: Choice is key to the process. Choice of learning activity as well as choice in the assessment (how the student will demonstrate understanding).The learning tasks always consider the students strengths/weaknesses. Visual learners will have visual cues, auditory learners will have auditory cues etc.Groupings of students will vary, some will work better independently and others will work in various group settings.Multiple intelligence is taken into consideration as are the students learning and thinking styles .Lessons are authentic to ensure that all students can make connections.Project and problem based learning are also key in differentiated instruction and assessment.Lessons and assessments are adapted to meet the needs of all students.Opportunities for children to think for themselves is clearly evident. Differentiated instruction and assessment IS NOT NEW! Great teachers have been implementing these strategies for a long time. What does differentiated instruction and assessment look like? First of all, identify the learning outcomes. For the purpose of this explanation, Ill use Natural Disasters. Now we need to tap into our students prior knowledge. What do they know? For this stage you can do a brainstorm with the whole group or small groups or individually. Or, you can do a KWL chart. Graphic organizers work well for tapping into prior knowledge. You may also consider using a who, what, when, where, why and how graphic organizers individually or in groups. Key to this task is ensuring that everyone can contribute. Now that youve identified what the students know, its time to move into what they need and want to learn. You can post chart paper around the room dividing the topic into sub topics. For instance, for natural disasters I would post chart paper with different headings (hurricanes, tornadoes, tsunamis, earthquakes etc.). Each group or individual comes to the chart paper and writes down what they know about any of the topics. From this point you can form discussion groups based on interest, each group signs up for the natural disaster they want to learn more about. The groups will need to identify the resources that will help them gain additional information. Now its time to determine how the students will demonstrate their new knowledge after their investigations/research which will include books, documentaries, internet research etc. For this, again, choice is necessary as is taking into consideration their strengths/needs and learning styles. Here are some suggestions: create a talk show, write a news release, teach the class, create an informational brochure, create a powerpoint to show everyone, make illustrations with descriptors, give a demonstration, role play a newscast, create a puppet show, write an information song, poem, rap or cheer, create flow charts or show a step by step process, put on an informational commercial, create a jeopardy or who wants to be a millionaire game. The possibilities with any topic are endless. Through these processes, students can also keep journals in a variety of methods. They can jot down their new facts and ideas about the concepts followed by their thoughts and reflections. Or they can keep a log of what they know and what questions they still have. A Word About Assessment You can assess the following: completion of tasks, the ability to work with and listen to others, participation levels, respects self and others, ability to discuss, explain, make connections, debate, support opinions, infer, reason, re-tell, describe, report, predict etc.The assessment rubric should contain descriptors for both social skills and knowledge skills. As you can see, you have probably already been differentiating your instruction and assessment in much of what youre already doing. You may be asking, when does direct instruction come into play? As youre watching your groups, there will always be some students who will need some additional support, recognize it as you see it and pull those individuals together to help move them along the learning continuum. If you can answer the following questions, youre well on your way. How are you differentiating content? (variety of leveled materials, choice, varied presentation formats etc.)How are you differentiating assessment? (students have many options to demonstrate their new knowledge)How are you differentiating the process? (choice and variety of tasks that consider learning styles, strengths, and needs, flexible groupings etc.) Although differentiating can be challenging at times, stick with it, you will see results.

Reading responce Assignment Example | Topics and Well Written Essays - 250 words

Reading responce - Assignment Example Tan further proves that her mother’s English is â€Å"imperfect† by citing several circumstances experienced by her mother (78). She also points out that her mother has noticed her own limitations as she was asked to pretend to be Mrs. Tan on a phone call one time, and talked to doctors when her mother needed to get more information about findings (78). This article shows the power of language, English specifically, in society. Similar to what is shown, people who are relatively â€Å"good† in English tend to ignore those comparatively â€Å"poor† in communicating their ideas. In communities today individuals likely equate the inability of â€Å"perfect† verbalization to lack of comprehension, which is unlikely in most cases. The complexity of language contributes to how one may find it difficult to speak flawlessly, but does not necessarily imply one’s being â€Å"limited.† This essay, showing the author’s vivid understanding of her mother’s imperfect English as a daughter rather than a writer, gives readers an eye-opener of how they should pattern their language depending on who they are talking to, without

Banking and Social Media Case Study Example | Topics and Well Written Essays - 250 words

Banking and Social Media - Case Study Example Age is the other reason as to why social media cannot be fully used as a banking platform. Young people are much more likely to use these platforms than older people. There can, therefore, be a problem if the social media was to be used fully as a banking platform as not all customers are familiar with social media. The region of the world in which the customer is in brings out another reason social media cannot be fully used as a banking platform. There are those parts of the world like North America where a 36% of customers use social media platforms reducing the chances of fully utilizing social media for the provision of banking purposes. It is possible for customers to access banking services through Twitter as it has been possible to do so using Facebook. The possibility of using Twitter in provision of banking services is yet to be confirmed owing to the lack of clarity around the emerging social media landscape, and there is an added complexity to the already crowded social media channel infrastructure. Another reason for its lack of clarity is the few metrics available for measurement of the effects of using social media on a financial institutions bottom line. The risks associated with third parties and privacy issues add up to the reasons why using Twitter as a fully banking platform can be

The creative Class Essay Example | Topics and Well Written Essays - 1500 words

The creative Class - Essay Example Indeed it is the cities progress that really drives the country towards the prosperity and economic independence. Moreover any imbalance in the cities progress due to a lose in population or due to a fall in the employment ratio due to brain drain, can to a large extent affect the stability of the country as a whole. As a result of these factors the researchers have propounded the modern theories, to explain the reason for the growth of the country due to the urban development of the cities. This factor has been explained with the help of two different ways which is explained below. (www.cjrs-rcsr.org) What the Firms and Business entities prefer As per the Creative Class Theory it strongly believes that the major business firms that are present in any country will strongly prefer in setting up their establishments in the regions with an urban backdrop, rather than in the rural areas. This is probably due to many reasons that very well include cost of transportation, the concentration of the labor markets, the availability of infrastructure and also the accessibility to the markets. The availability and the accessibility of the customers and the consumers to the products and the services that are rendered, also play a major role in the location of the business firms. The formation of such cities and the result of the urban development could be due to the fact of the combined affect, which is being produced because of knowledge flow and creation of innovative ideas, which result in the development of new products and services. (www.cjrs-rcsr.org) The effect of the Preferences of the people The preference of the people is a very important factor, which goes a long way in the urban development of the cities. The cities serve like agglomerated areas, which help in providing the services as well as a wide variety of goods for the residents and to the visitors. Thus this kind of consumerism results in the growth of the economy, since it helps business to thrive and pr osper. The growth of the industries also results in the increase in the employment opportunities for the people of the cities, which result in the urban development turning them into affluent economies. Thus the city centers serve to be the hub of attraction for the younger generation, who prefer to live a modern and much more fashionable lifestyle. (www.cjrs-rcsr.org) Most of the theories that have been put forward, do give very high importance to the role of the skilled workers and their availability in the development of the urban city areas. This strongly leads to the fact that the human capital plays a very significant role, in the development and the resulting growth of the urban economy. This has been the key factor that very well determines the location of the firms within the areas, which offer good supply of skilled labor. Thus the successive governments of most of the countries worldwide are trying to exploit this factor, to develop their economies and to boost the growth of the nation as a whole. (www.cjrs-rcsr.org) It is to be noted that Florida’s Creative Class Theory has been considered to be an approach that very well serves as a link between these above said two

Problem Set 5 - Externalities and Efficiency Assignment

Problem Set 5 - Externalities and Efficiency - Assignment Example Use a supply and demand diagram to illustrate your answer and provide no more than five sentences of explanation. When prices are set below the equilibrium, i.e P2, there will be an increased demand in the houses by the population. Since supply remains constant as demand rises, there will be a shortage in the short run. However, in the long run, people will tend to build their own houses or property owners will develop more to avoid the shortages. This increases the supply of the houses and reducing shortages. (Figure: Market for Vaccines) The figure represents the market for vaccines with external benefits. The efficient level of output is __1,800______ vaccines, which is ___greater_____ than the markets output. 5. Suppose Tesco (A) and Sainsbury’s (B) both emit pollutants when producing their plastic bags used by customers to collect and carry their groceries home. The government enforces regulations saying that neither firm can release more than 10 units of pollutants. (Assume that pollutants can be measured in discrete and comparable units.) Currently Tesco releases 10 units and Sainsbury’s releases 11 units. The government requires Sainsbury’s to reduce its pollution by 1 unit – the company can do this, but at a cost of  £1,000. Tesco, however, can reduce its pollution by 1 unit for a cost of  £400. Sainsbury’s wants to save money by trading allowances with Tesco. After negotiations, Tesco agrees to see one unit of pollutant to Sainsbury’s for  £650. From the diagram, P1 and Q1 are the equilibrium price and quantity respectively. In the short run the time is too short for firms to adjust production. However, in the long run, firms will increase output to Q2 and charge high price P2 due to an increase in shock demand. This leads to demand curve to shift from D1 to D2. This will make the firms to make abnormal profits. Since there is free entry, the excess profits will attract more firms into the market.

Residency Change Essay Example | Topics and Well Written Essays - 250 words

Residency Change - Essay Example I wish to change my resident student status as my parents have now moved to West Virginia and would prefer me to stay with them. We are very close knit family and my mother, being of delicate health, would be mentally relaxed if I could continue my education from local academic college or University. The multicultural environment of the state is also strong motivating factor that I believe would help me and my family to acculturize more easily within the mainstream society. I also believe that the University of West Virginia promotes the concept of constructive ideologies and proactive participation of the students from diverse backgrounds, in forging better understanding of evolving socio-economic and environmental dynamics. Indeed, it not only offers excellent academic programs but also huge opportunities for personal growth. Hence, change of student residency would considerably help me to be with my family and also help me achieve state of the art

Problem Set 5 - Externalities and Efficiency Assignment

Problem Set 5 - Externalities and Efficiency - Assignment Example Use a supply and demand diagram to illustrate your answer and provide no more than five sentences of explanation. When prices are set below the equilibrium, i.e P2, there will be an increased demand in the houses by the population. Since supply remains constant as demand rises, there will be a shortage in the short run. However, in the long run, people will tend to build their own houses or property owners will develop more to avoid the shortages. This increases the supply of the houses and reducing shortages. (Figure: Market for Vaccines) The figure represents the market for vaccines with external benefits. The efficient level of output is __1,800______ vaccines, which is ___greater_____ than the markets output. 5. Suppose Tesco (A) and Sainsbury’s (B) both emit pollutants when producing their plastic bags used by customers to collect and carry their groceries home. The government enforces regulations saying that neither firm can release more than 10 units of pollutants. (Assume that pollutants can be measured in discrete and comparable units.) Currently Tesco releases 10 units and Sainsbury’s releases 11 units. The government requires Sainsbury’s to reduce its pollution by 1 unit – the company can do this, but at a cost of  £1,000. Tesco, however, can reduce its pollution by 1 unit for a cost of  £400. Sainsbury’s wants to save money by trading allowances with Tesco. After negotiations, Tesco agrees to see one unit of pollutant to Sainsbury’s for  £650. From the diagram, P1 and Q1 are the equilibrium price and quantity respectively. In the short run the time is too short for firms to adjust production. However, in the long run, firms will increase output to Q2 and charge high price P2 due to an increase in shock demand. This leads to demand curve to shift from D1 to D2. This will make the firms to make abnormal profits. Since there is free entry, the excess profits will attract more firms into the market.

Human Resource Management Essay Example | Topics and Well Written Essays - 1000 words - 5

Human Resource Management - Essay Example It is also needed that the expectations of employees be taken into consideration before adjusting psychological contracts in order to create an optimum working environment. Introduction Problems arising in workplaces are common issues and can be of varying degrees. Therefore, a single type of approach may not always be the solution. An unpleasant working environment can cause stress among employees thus leading to low overall performance which can hinder the fulfillment of the organization’s goals. The need is to understand the common issues in workplace so that the atmosphere can be improved. Proper application of strategies and basic intelligence can solve the problems or can be avoided all together. In this paper, I will share the problems that I face in my workplace and how it affects me and my team members. Problem in workplace It is a proven fact that encouragement from the seniors like managers or other executives reduces the level of stress amongst employees. My experi ence in office has so far been pleasant regarding my relation with my colleagues and team members. However, the management team fails to establish positive communication bond with the employees. This is a major reason of de-motivation among all employees. The manager to whom my team is answerable has opened forums for employees to voice their concerns, but he hardly ever takes any kind of remedial steps. He is always changing strategies and plans without informing us or taking our opinions into consideration. Although my team members are hard working and often stays overtime to complete their assigned tasks, our manager offers little or no recognition for our hard work. Violation of psychological contract The overall environment in my office is de-motivating since our manager fails to establish a healthy psychological contract with his employees. Lack of a healthy psychological contract between an employee and employer is extremely important to get positive results like integrity fr om employees, positive relationship between employer and employee, motivation and job satisfaction. All of these elements encourage an employee to give his best performance which can benefit the organization in realizing its goals and objectives. A psychological contract between an employer and employee is not established in a written contract, and is concerned with â€Å"implicit expectations, obligations and promises that both parties believe have been made with regard to what each owes and expects to receive from the other† (Preston, 2012, p.17). Expectation of monetary rewards and promotions after hard work is a common feature of psychological contract. However, my team manager overlooks the extra effort put in by any individual team member. This gives rise to the feeling that we are not being treated fairly. This reduces our feeling of commitment and deflates our motivation. There is also a fair number of absenteeism amongst my team members. This is a direct measure of h ow employees are demotivated at work. The current situation is quite grave, and it is needed that the management should take immediate steps to replace our current manager who has so far proved to be inefficient. This is because the level of absence is high among my team members and this means they need temporary leave from work or are suffering from stress-induced illness (Preston, 2012, p.18). Need of proper management policies Since, in this

Geographical Layout of an Area on Its Politics Essay Example for Free

Geographical Layout of an Area on Its Politics Essay What is the effect of the geographical layout of an area on its politics, society, and economy? Physical characteristics of a specific area can have a substantial impact on its history. Regardless of how close one area is to another the outcome of the civilization could be completely different because of how the people have had to adapt to live in their respective areas. This issue would explain how intertwined history is with geography. Europe’s geography provided many disadvantages and advantages which have been the factors for its many successes and failures. Since the majority of Europe is surrounded by water it was a peninsula. This made it so they could trade with ease. The many rivers and mountain ranges of Europe most certainly aided in protecting certain civilizations from invasion or being involved in wars. The wildly vast and diverse geographic features in Europe set the tone for trading routes to prosper, long-lasting cultures to develop, and battles to occur that would change the identity of the region indefinitely. A region’s geographic shape is instrumental in determining what a region will become. Due to Europe’s geographical shape it became a hotspot for any and all trade. With natural resources plentiful Europe was constantly bustling with business. The Iberian Peninsula gave Spain and Portugal easy access to trade with foreign countries. The Balkan Peninsula gave many countries along the Aegean Sea the effortless option to trade. The many Peninsulas provided great advantages for Europeans due to the plentiful food the oceans supplied. These advantages molded many European civilizations into what they are today whether they isolate themselves from others or interact. The specific geographical features within a region provided protection, but also could have provided isolation. The many rivers and mountain ranges of Europe provided many people with fertile soil and a feeling of safety. However, the mountain ranges could stop trade between countries and slow the advancement of technology and knowledge between these regions. The rivers on the other hand would encourage trade and it would flourish. The physical characteristics of a region affect the decisions people greatly. Europe has a wide variety of terrains. Some help the people who live there, while others force people to adapt. These features influenced the development of many areas. For example the Alps acted as a barrier throughout the Punic Wars. It was perhaps the Roman Empire’s greatest asset. Several times Hannibal was forced to attack by sea instead of being able to invade from the North. This is not the only time in history was affected by geographical features. Climate overcame Hitler’s forces in the Invasion of Russia. The cold winter air killed off many of Hitler’s forces. That event alone could have changed the entire turnout of WWII. Europe’s features both hindered and kindled its growth as a world power. People’s choices have always been affected by their surroundings. The geographic features found in Europe were a commodity and the reason Europe succeeded the way it did for so long. Europe is filled with a wide variety of natural resources and geographical features. Sometimes their surroundings were beneficial and other times it was detrimental. Geography affected the choices of everyone. These features are what caused certain trade routes to emerge, cultures to find their identities, and wars to take place where they did.

Challenges in the Hospitality Industry

Challenges in the Hospitality Industry The Hospitality Industry faces three major but interconnected challenges, namely globalisation, the growing importance of knowledge as the engine of economic development and national prosperity, and the impacts of the information and communication revolution, all of which have striking implications for education institutions and economies. Polytechnic West has risen to undertake the above challenges with the introduction of the Associate Degree of Hospitality Management. The course aims to combine current industry practices, combined with a rigorous vocational and academic course curriculum required of managers to face these challenges. The course curriculum focus on hospitality operational skills, management best practice, and the skills needed for continued learning in an ever changing environment. In The Associate Degree of Hospitality Management the assessments are mainly by examinations, presentations and tutorials. The questions are developed with the goal of assessing not only the students awareness of current theory and practice, but to evaluate the degree of reflection and analysis that may contribute to its operational application. The learning environment for the Associate Degree Hospitality Management is conducted in small classes and highly qualified lecturers with relevant industry experiences. The qualifications offered by Polytechnic West is a two year Associate Degree Hospitality Management program which has a direct pathway to the final year in the Bachelor of Commerce majoring in Hospitality and Tourism at Murdoch University. Alternatively the Associate Degree in Hospitality Management is a recognised management qualification which prepares graduates for rapid career advancement within the Hospitality Industry given sufficient experience. The tourism and hospitality industry is a sphere in which attainment of supervisory and management positions can occur at a young age with relevant experience and qualifications. As an Associate Degree graduate, there can be multiple career opportunities and directions which include supervisory and management roles in food and beverage, event management, accommodations, marketing and Human resources in the hospitality sector. Learning Resource Centre Bentley Campus Telephone: 9267 7240 http://library.polytechnic.wa.edu.au Opening Hours Monday Thursday 8:00 am 5:45 pm Friday 8:00 am 4:15 pm Off Peak Periods 8:00 am 4:00 pm CLOSED Saturday Sunday and Public Holidays Resources Each course has a Unit Information Outline booklet which lists the resources required for the unit. These can be obtained from the Course Co-ordinator. Referencing Chicago referencing, based on Chicago Manual of Style (2003) will apply to all assignments. This manual constitutes the authoritative international guide to publication standards and style. At Polytechnic West we respect the ideas of others by acknowledging them with proper referencing. This includes using the work of other students with, or without, their permission. Students must abide by all assessment rules set by lecturers. Any student found cheating in any way will face disciplinary action. Assignments and other forms of assessment must be your own original work. Copying directly from your research sources or another students work, without acknowledgement is plagiarism. Plagiarised work will not be accepted and will result in disciplinary action. Turnitin software is available for students to check their work and will be utilised by lecturers to check for plagiarism. Assessment To be awarded this qualification you must pass all the course units. Assessment criteria are provided for each unit in the relevant Unit Information Outline. All assignments will be returned with feedback on the students performance and the criteria against which the final mark was determined. Submission dates will not be altered unless lecturer consent has been obtained. Results Students are entitled to see their results in all assessment components of their unit, including raw marks for components and for the unit overall. Students may inspect their marked examination scripts and discuss the marking with the lecturer, or nominee, within fourteen days of the posting of results. Lecturers may require reasonable notice or set aside specified times for this. Where a lecturer is away from campus in the two weeks following the posting of results, another member of academic staff must be designated to handle inquiries and be provided with detailed assessment information to facilitate this. Lecturers must retain examination scripts until the end of the following semester. Submission and Receipt of Assignments: submit a cover sheet with all written work for continuous assessment which includes a signed declaration of authenticity; ensure delivery of the assessment work to the secure location provided; and maintain a copy of all submitted work until at least the expiration of the appeal period. Penalties may also apply when an extension is granted; refer to the Course Co-ordinator for details. Grading System Final results in all units shall be reported according to the following system of letter grades: Final Grades Letter Grade Interpretation Application Academic transcripts will include both the grade and final mark for all students. HD High Distinction Exceptional performance indicating complete and comprehensive understanding of the subject matter; genuine mastery of relevant skills; demonstration of an extremely high level of interpretative and analytical ability and intellectual initiative; and achievement of all major and minor objectives of the unit. 80 100% D Distinction Excellent performance indicating a very high level of understanding of the subject matter; development of relevant skills to a very high level; demonstration of a very high level of interpretive and analytical ability and intellectual initiative; and achievement of all major and minor objectives of the unit. 70 79% C Credit Good performance indicating a high level of understanding of subject matter; development of relevant skills to a high level; demonstration of a high level of interpretive and analytical ability and achievement of all major objectives of the unit; some minor objectives may not be fully achieved. 60 69% P Pass Satisfactory performance indicating an adequate understanding of most of the basic subject matter; partial development of relevant skills; adequate interpretive and analytical ability and achievement of all major objectives of the unit; some minor objectives may not be achieved. 50 59% UP Ungraded Pass Successful completion of a unit assessed on a pass/fail basis, indicating satisfactory understanding of subject matter; satisfactory development of relevant skills; satisfactory interpretive and analytical ability and achievement in all major objectives of the unit. 50% or above N Fail Unsatisfactory performance indicating an inadequate understanding of the basic subject matter; failure to develop relevant skills; insufficient evidence of interpretive and analytical ability; and failure to achieve major and minor objectives of the unit. Below 50% DNS Fail Failure to submit any assessed work after the withdrawal date and failure to withdraw prior to the withdrawal date. Did not participate in any assessments S Supplementary The award of the grade S shall be at the discretion of the Higher Education Board of Examiners. 45 49% Interim Grades Letter Grade Interpretation G Good Standing A result of good standing (G) must be reported only at the end of the academic year where all results in that enrolment option are not due to be completed until the end of the first or second semester of the following year. NA Not Available A result of not available (NA) must be reported only where: a delay is caused by the unavoidable absence of the Higher Education Course Coordinator; where an examination script has yet to be received by the College; where the final grade is under consideration due to disciplinary action or administrative encumbrance; where the Higher Education Board of Examiners has approved assessment in that unit taking place after the assessment period for that semester, including where the repeat of a component (e.g. involving practical work or a placement) cannot reasonably be arranged within the semester period. The Higher Education Board of Examiners has the sole discretion in determining whether a supplementary assessment is to be allocated; it is not an automatic right of the student. However, the supplementary assessment discretion will be applied to all students in an equitable manner. The nature of any supplementary assessment will be at the discretion of the Higher Education Board of Examiners. The only grades available after supplementary assessment are a P or N. An ungraded pass is not available. S Supplementary A result of supplementary assessment (S) may be reported where the student has a borderline fail grade (45-49%) for the unit. The timing of any supplementary assessment will be at the discretion of the relevant Higher Education Course Co-ordinator. Q A result of deferred assessment (Q) shall be reported only where deferred assessment has been approved by the Higher Education Course Coordinator. Initial unit assessment advice shall indicate whether or not moderation may be applied to the unit assessment. Final grades will be rounded (0.5 and above up, 0.49 and below down). Individual assessment components must not be rounded and only be submitted as whole percentages. Final numerical marks are to be presented as a whole number. Student Rights and Responsibilities It is the responsibility of every student to be aware of the policies and procedures that relate to their rights and responsibilities as a student. These can be found in the student handbook and on the Polytechnic West website. www.polytechnic.wa.edu.au Client Services Client Services staff can help you make your further education applications more competitive and can assist with decisions about your course/career choice. Client Services staff can also offer advice and support. If they cannot directly assist, suggestions can be made about referral to other staff or appropriate agencies which may be able to help if you are experiencing personal problems or difficulties with your study. Appointments with Client Services staff may be arranged at a Customer Service Centre or by phoning 9267 7500. Unit Fees The tuition fee for international students is: $1 525 per unit The tuition fee for domestic students is: $1 200 per unit These fees are valid for Semester 1 and Semester 2, 2011 Fees are reviewed on an annual basis Current fees and charges schedule is available on the Polytechnic West website. UNIT SYNOPSES INTRODUCTORY STUDIES IN HOSPITALITY AND TOURISM (64371) This unit examines todays travel and tourism industry from a global perspective, with specific insights into the economic, political and social forces that drive and shape it. It also looks at the tourism product and its markets. The unit also focuses on the economic impact, socio-cultural, environmental impacts of tourism and the development of sustainable tourism. The unit takes a systematic approach to the study of tourism and its links to the hospitality industry. It covers tourist types and behaviour, the role of places in tourists itineraries and their experience, environmental impacts, sustainability and eco-tourism, cultural impacts and authenticity, the impacts of events, and the structure of tourism industries. HUMAN BEHAVIOUR IN THE HOSPITALITY INDUSTRY (64732) This unit looks at analyzing the behavior of people at work in the Hospitality Industry. It will recognise the importance of effective management of people in the work situation, and evaluate personnel policies and procedures related to the hospitality industry. The unit will also identify the nature of the hospitality industry, staffing characteristics, interrelationships and behaviors of people. ROOMS DIVISION MANAGEMENT (64388) This unit is designed to familiarize students with management of the accommodation sector of the hospitality industry. The principles and procedures in the provision of quality tourist accommodation are studied with emphasis on front office, housekeeping, concierge and security safety. The unit has a managerial focus, and will look at how to manage properties efficiently, effectively and profitably. The unit will also provide an overview of the legal responsibilities of managers and the impact of new technologies on the industry. Students will be introduced to Fidelio, a current Front Office computerized property management system (PMS), in a practical environment, to enhance their understanding of the course concepts. LEGAL ENVIRONMENT (64374) This unit looks at the legal system in terms of civil liability, contract law and workplace environmental law. It provides the skills and knowledge to manage employment law and industrial relations, health, safety and security issues within a tourism or hospitality context. The aim of most legal systems is to provide a means of resolving conflicts in a fair and harmonious way. All legal systems are strongly influenced by the major forces that shape the society in which they operate. HOTEL AND RESTAURANT INFORMATION SYSTEMS (64375) This unit is designed to familiarize students with systems which are used in the hotel and restaurant industry. Information systems and the increasing application of technology to the hotel and restaurant industries will be analyzed from a conceptual and theoretical perspective. The unit has a managerial focus, and will look at the human issues of using information systems in the hospitality industry. In particular, the unit will provide an overview of the impacts of technology on the managers, workforce and customers of the industry. Students will encounter a range of theoretical and practical applications of information technology, which are unique to these industries including reservations systems, guest history systems, electronic point of sale systems, and guest driven applications such as automatic check-in and automatic checkout INTRODUCTION TO MANAGEMENT (64376) This unit looks at the rapid and unpredictable change characteristics todays work and social environments. What might have worked yesterday is unlikely to work in todays vastly different environment. We can no longer structure organizations and mange people as we did yesterday. Todays managers must have broad management skills and styles, which they will continually adapt and develop. Pressure is on the manager to increase productivity and lead in a more participative, consultative way. Technological advances will proceed in leaps and bounds. Work patterns will continue to change dramatically. Our economy will be volatile until it adjusts and gives way to a global economy. INTRODUCTION TO ACCOUNTING (64377) This is an introductory unit and the focus is on the definitions, concepts, principles and theories necessary to develop a clear understanding of accounting statements, their uses and their limitations. The unit concentrates on the needs of users of financial statements; and includes parties external to the organisation (for example, investors, employees, government, shareholders and the general public) and internal users (for example, management). FOOD AND BEVERAGE MANAGEMENT (64378) This unit is designed to familiarize students with management of the food and beverage sector of the hospitality industry.This unit will provide the students with knowledge of functions and responsibilities of a food and beverage manager and activities of the all food and beverage outlets. The unit also looks at how to manage the food and beverage department efficiently, effectively and profitably. PRINCIPLES OF COMMERCIAL LAW (H2045) This unit introduces students to the Australian legal system, its operation and development, and to the principles of law applicable to core areas of business, such as contract law, tort law and agency law. CONSUMER BEHAVIOUR AND SERVICES MARKETING (64380) This unit deals with the skills and knowledge required by marketers to understand consumer behavior and then use the information in demonstrating effective services marketing. Factors that have contributed to the development of consumer behavior and services marketing include the fast pace of new product introduction, shorter product cycles, the high rate of new product failures and the increased interest in consumer protection by private groups and public decision makers and concern over the environment. Consumer behavior and services marketing have become an integral part of strategic market planning. This unit also aims to provide an understanding of the theory and practices in the development and execution of service marketing strategies (both consumer and business-to-business services). MANAGING PHYSICAL ASSETS (64381) The unit highlights the fact that facilities play a major role in the hospitality industry and guest satisfaction. They can provide an appealing visual environment that contributes to the overall ambiance, experience and comfort of the guest. The unit also serves to provide the awareness and knowledge to make appropriate decisions in managing the maintenance in a hospitality building. Properly managed systems from design to operations can result in considerable long-term savings or on the contrary, the failure to manage such systems can result in significant long term costs. ORGANISATIONAL THEORY AND BEHAVIOUR (H2044) This unit provides a basic understanding of individual and group behaviour in organisations, as well as exploring some organisational theories and management processes. Topics include: individual dimensions of behaviour personality, perception and learning, communication and motivation; groups and interpersonal influence structure, values, interaction and leadership; and organisational issues such as structure, processes, design, decision making; organisational change and development. Globalisation and sustainability are embedded into this unit as recurring themes. HOSPITALITY AND TOURISM MANAGEMENT (64383) This unit examines todays hospitality and tourism industry with specific insights into the economic, political and social forces that drive and shape it. The scope of the hospitality industry comprise of businesses that provide services and facilities such as accommodation, food, beverages, entertainment, gaming and related products. The hospitality industry is a sector of the broader tourism industry. Tourism is an essential ingredient to the economic well-being of many regions in Australia. Demand for product and services have become increasingly price sensitive and environmentally friendly. As such, this unit deals with the skills and knowledge required to develop and monitor a business plan. EVENTS MANAGEMENT (64384) This unit looks at the responsibility of better defining event objectives, site selection, developing timelines, budgets, and all logistical details. These details include but are not limited to registration and hospitality, food beverage, meetings and keynote speakers, ground transportation, activities, VIPs, accommodation and billing. PRINCIPLES OF FINANCE AND BANKING (H2043) This unit exposes students to the application of financial mathematics to various personal financial decisions including valuing debt, equity, and hybrid securities. In the process, characteristics of these securities are detailed and valuation incorporating the respective securitys cash flows, time value of money and the associated risk are presented. The unit also addresses the principles of maximising shareholder wealth and firm value. The interplay between these principles is examined by consideration of information asymmetry between the different stakeholders HUMAN RESOURCE AND ORGANISATIONAL DEVELOPMENT (H2046) This unit aims to explore the choices organisations have for assisting employees to work effectively and adapt to change. The unit introduces the role of human resource management (HRM) to organisation development. Individual, team, HRM and strategic concepts are linked to the strategies and processes organisations and individuals use to proactively promote organisational citizenship throughout change.

Images of Women in Sport: The Good, The Bad, and The Ugly Essay example

Images of Women in Sport: The Good, The Bad, and The Ugly Throughout history, men have placed limitations on women's activities, including sport. Women have gone through times where physical exertion was considered too stressing for women, physiologically and emotionally, as well as everything short of encouragement. The image of the pre-sport woman, twirling her umbrella while being drawn by horse and carriage attired in full petticoat, etc., is a sight that shows how far women have come, but how much more still has to be done to achieve equality. I view the image of women prior to sport as 'ugly' because not only was their right to partake in sports suppressed, but also their rights as women and as citizens. This image of women, however still persists until modern day. Albeit not to the same degree, but women's opportunities in sport are still less than the male counterpart, as well as the restrictions that this male society still imposes on women's sports, especially through the media. Through poor media coverage of women's sports by mal e-run organizations, the advancement of the sport has suffered tremendously. The television industry poorly advertises women's sporting events, such as basketball, and never shows them in primetime. The US women's soccer association was even dismantled due to lack of support. With publications, the only time women are featured are as either inactive or sex symbols, when editors could be using these media outlets to promote women in sport instead of degrading and downplaying them. Women's sports will never become mainstream without social change. The 'bad' image of women in sport would most definitely have to be the objectified woman whose talent in her sport is overlooked because of her... ... skills in the game. Because of society's prejudices, preconceived notions, and general attitude towards women, this ideal woman athlete is not yet achievable in a society dominated by men. In a society with so many prejudices, men don't want women to be as strong as or stronger than them. The image of women in sport that is 'good' to society is cyclic, since it depends on the state of the culture. Currently, with pop-stars and thinner than ever supermodels, society is definitely in a state of objectification. to the men of this society, who promote such mishaps as Janet Jackson's accident on stage during the Superbowl halftime show, women shouldn't be more than cheerleaders or non-sport related entertainment at major sporting events. Until men realize that women are their equals on all levels, the image of women in sport will never reach its 'good' and ideal image.

Managing Multinational Strategic Alliances of Airlines

The study will be performed using qualitative and quantitative methods using structured interviews and survey instruments. Redshaw (2007) reiterates that not all questions are theory based. She further argues that quite concrete practical questions can be addressed without placing the study in one of the theoretical frameworks and the methods of qualitative enquiry stand on their own as reasonable ways of fining what is happening in human settings. Carnall (1990) has pointed out that quantitative analysis is more likely to be secondary and exploratory (or descriptive) in nature, summarising data in the form of charts, tables, percentages and averages. Diefenbach (2007) has suggested that when a survey is carried out, the data obtained would mostly be categorical, hence is likely to be ranked across a scale. This data might be represented in terms of frequency, central tendency or dispersion. It is highly unlikely the research might require the necessity of inferential data analysis. The survey instruments included multiple sets of Questionnaire and these can be regarded more as quantitative research. As suggested by Bordens (et all, 2005), a properly designed instrument allows for the research to be valid, reliable and accurate. According to Bordens, questionnaire is used in instances where a general interrelation between different variables is studied, ‘in situ’, meaning that there is no attempt to find out how changing one variable would effect the other. The questionnaires are of multiple-choice questions and scoring has been done as per the Liker 5 point scale. Please refer to Appendix. Table 1. Scoring System for Questionnaire 1  Ã‚   (Trochim, 2006). For the study, a number of primary and secondary sources have been used and these include published literature, websites, company financial reports, interviews with key people and others. Respondents for the survey would be identified as per their role and job functions. References Bordens, Kenneth S., & Abbott, B. (2005). Research design and methods: a process approach. (6th ed.). New York; McGraw-Hill Carnall, C A (1990) Managing Change in Organizations, Prentice Hall, London Diefenbach Thomas (2007), The managerialistic ideology of organisational change management, Journal of Organizational Change Management, 20 (1), pp: 126-137 Redshaw Sue, Mandable Terence E, (July 2007), Managing the people side of major change at WMATA, Journal of Strategic Communication Management, Volume 11, Issue 4, pp: 28-32 Trochim William M.K. (2006). Liker Scaling. Retrieved 17 January 2008 from http://www.socialresearchmethods.net/kb/scallik.php                           

Lev Vygotsky

Down through the years psychologists and individuals involved in education have developed and investigated different theories about how children learn. To understand how children receive and use information is of great value to parents, teachers and indeed society in general as the children of today are tomorrow’s adults and our society will not develop if our children cannot learn effectively. In this essay I will discuss the theories of Lev Vygotsky as I believe his work has become the foundation for a lot of our modern day theories and concepts in regard to a child’s cognitive development. Lev Vygotsky was born in Russia in 1896 during the Russian Revolution and his works only came to the attention of the western world when they were published in 1962. Vygotsky died quite young and a lot of his research was unfinished however his work was continued by his students and followers alike. Vygotskys theory of Socio-cultural or Social Development as it is also known was the building block for the concepts and stratagies now used in our pre-schools and schools today. Unlike Piaget who believed that development preceeds learning, Vygotsky believed that to develop, a child must learn first. He rightly believed that the most effective learning comes from a child’s social interaction in society and the cultural they are reared in. Social factors and culture contribute to a child’s cognitive development. Vygotsky believed that society gave a child various cultural tools which enabled learning, language being one of the most important. Language is the primary form of interaction and through language a child can communicate thoughts, emotions, opinions and ideas and develop friendships. A child’s level of language skills can and most likely will effect all other aspects of their development both personally and academically. Through my research I see that Vygotskys concept, the zone of proximal development, which is Vygotsky’s term for the range of tasks too difficult for children to master alone but which can be learned with the guidance and asistance of adults or more skilled chilren, is widely used today in learning institutions worldwide, its concept is used in most subjects and used very effectively with a broad spectrum of students, ranging from disadvantaged, special needs, and â€Å"gifted† students to adults. Within this concept Vygotsky talks about â€Å"Scaffolding† which basically means changing the level of support as the student becomes more capable in a task or subject. Another concept which is interlinked with the above is The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a greater ability than the student, in respect to a particular task or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. As I read and study these concepts I can clearly see their incorporation into our education system today compared to when I was a child starting out in school forty years ago. Although systems where evolving gradually, there were very different opinions and methods in place regarding education. Lev Vygotsky: Lev Vygotsky (November 17, 1896 – June 11, 1394) was a Russian psychologist. Vygotsky was a pioneering psychologist and his major works span six separate volumes, written over roughly 10 years, from Psychology of Art (1925) to Thought and Language [or Thinking and Speech] (1934). Vygotsky's interests in the fields of developmental psychology, child development, and education were extremely diverse. Vygotsky's theories stress the fundamental role of social interaction in the development of cognition Vygotsky, 1978), as he believed strongly that community plays a central role in the process of â€Å"making meaning. He argued, â€Å"learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function† (Vygotsky 1978, p. 90). Vygotsky’s theory differs from Piaget in three different ways. 1. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piag et’s understanding of child development, Vygotsky felt social learning precedes development. 2.The more knowledgeable other refers to anyone who has a better understanding or a higher Ability level than the learner, with respects to a particular task, process, or concept. MKO’s Can be peers, a younger person, teachers, coaches, older adult, or even computers. 3. The zone of proximal development is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration. It is also the student’s ability to solve problems independently. â€Å"According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments.Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills. †(http://www. learning-theories. com/vygotskys-soci al-learning-theory. html) In modern day terms, Vygotsky would be a facilitator. Teachers and students collaborate in learning and practing four key skills (summarize, question, clarify, and predict). Teaching and learning is a two way street. You have to be able to interact with the student.This simply means you have to know your student. Teachers have to know where their students are educationally to get them to move to the next level. Then we have to cater our teaching to meet the needs of the learners. I believe that a teacher must be able to relate to their student. For example, a teacher that had both parents that is wealthy. That teacher shouldn’t expect his/her students to behave as he/she did as a student at that age. You have to realize that there are differences and make accommodations.A child from a wealthy home and a child from a single parent working class home can’t be taught using the same method. The backgrounds are too different. References Vygotsky, L . S. (1962). Thought and Language. Cambridge MA: MIT Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. McLeod, S. A. (2007). Vygotsky – Social Development Theory. Retrieved from http://www. simplypsychology. org/vygotsky. html http://www. learning-theories. com/vygotskys-social-learning-theory. html

Executive Summary on Purell

Purell Instant Hand Sanitizer is a portable hand washing solution that cleanses hands without the need for soap and water. India currently has a problem with pollution in its water; we see this as an opportunity to increase our profits while also providing benefits that will help the Indian population achieve one of its strategic goals. Extensive research provides evidence that marketing Purell Instant Hand Sanitizer in could increase our profit margin as a company and allow us to grow our business. With a population over 1. 1 billion and limited competition; this market potentially could give us 5-7% growth each year for the next 7 to 10 years. Being that we are one of the first to enter this market, we will enjoy the benefits of being a pioneer in this industry. With such a huge market, we are hoping to have a 40% to 50% market share before additional competition start focusing on India. The purpose of this report is to recommend marketing Clean Hands, Inc product, Purell Instant Hand Sanitizer, in India. Purell Instant Hand Sanitizer is a portable supplement to routine hand washing. This is helpful because of all the diseases that are found in the waters of India. It is reported that 80 percent of disease that currently affects the people of India, is caused by unsanitary water and the lack of people washing or keeping their hands clean. Purell kills 99. 9percent of most common germs. Therefore, Purell is and effective tool that promotes proper health and prevents the spread of disease. In the documents to follow we are going to discuss the international business plan, which includes our policy commitment statement, our background analysis, our market research summary along with our action steps. Than we are going to go into detail about our marketing plan, which explains our method of entry into the market, as well as issues we might encounter.

Cest la Vie America vs. French Lifestyles Essay

Cest la Vie America vs. French Lifestyles - Essay Example As the paper stresses   Americans have called the French â€Å"cheese-eating surrender-monkeys,† have been derided as weak capitulators to terrorists with loose morals and an eye toward lechery, have had the† french† fry relabeled â€Å"freedom† fry. Certainly, anything French is not very popular in some circles in America today. Thus, it is only with conviction and certainty that one can assert that on the points of daily life, food and culture, the pace of life, and its great cities, one can only conclude that the French lifestyle is superior to the American lifestyle. Tres courageux! Thid paper outlines that in France, one’s daily life is taken at a much slower pace and has a greater focus on leisure time and enjoying what life has to offer. It is not uncommon for business people to eat three or four-hour lunches in France, enjoying conversation and a good bottle of wine along the way. Certain French workers are given subsidies for lunch expenses and bars/restaurants that honor those subsidies are ubiquitous. There is a focus on enjoying eating times, and although there are fast food restaurants in France, they are not iconic as in America and eating food on-the-go in France is still a cultural faux-pas, and will engender stares and snorts. There are less malls and more of a focus on local specialty shops, like grocers, meat markets, cheese stores, chocolatiers, butchers, cobblers, and similarly specialized shops. Indeed, the cafe life--sitting out at a cafe, sipping a coffee or a drink, looking at the world pass by, is one of life’s great pleasures . In America, the outside cafe is a rarity, and even if one finds one, usually one has one drink and must leave (turnover is king!).