Wednesday, July 31, 2019
A Language Older Than Words Response Paper In the novel A Language Older Than Words, Derrick Jensen covers many different themes in the many chapters that he has divided his book into. The two chapters that really interested me were Breaking Out and Economics. The two themes that Jensen discusses is the relationship with the self and other as well as the monetary symbol in our society respectively. I was able to relate to both of these topics in different ways. In the chapter Breaking Out Jensen focuses on the image of the self and the relationship we have with each other.Jensen writes about how we are constricted to our own concentration camp in our society. It is not an actual concentration camp yet it is a concentration camp in our way of thinking and constructing the image of ourselves and our relationship as human beings. Ã¢â¬Å"In a concentration camp, it is better (in terms of maintaining physical life; spiritual life is an entirely different question) to be the killer than th e killed, better to be a collaborator than a resister, a guard than a collaborator, a supervisor than a guard, and better still to be the boss (125). He states that having everyone act in his or her own best interest may not be the best interest for society in general. Ã¢â¬Å"Part of the reason weÃ¢â¬â¢ve been able to convince ourselves that by exploiting others weÃ¢â¬â¢re acting in our own best interest is that weÃ¢â¬â¢ve accepted a severely constricted definition of self (125). Ã¢â¬ Jensen speaks about how the image of our self is not the image that we should accept. We must break out of that concentration camp that society has constructed and create our own view of what type of individual we want to be without the help of society or the fear of society judging ones self.The quote that Jensen wrote about the concentration camp really strokes a chord in my head. My own analysis of this is that we are stuck as a society by always wanting to be the best and not looking out f or others. The mentality of all men for themselves has spread in our society. I was thinking we are always competing in life. Whether it is for a job or a spot in a class, we are always competing. This competition creates this mentality that it is better to be the killer than the killed.The constricted definition of the self that Jensen speaks about relates to the workbook from class. When it speaks about sexuality and how there isnÃ¢â¬â¢t just male or female when there are many different colors of the rainbow. As a society we shouldnÃ¢â¬â¢t have to be constricted to what they want us to identify with. We need to break out of our Ã¢â¬Ëconcentration campÃ¢â¬â¢ and create our own identity without the help of society judging us. In the chapter Economics, Jensen writes about the fact that money rules all.He speaks about how everything in life turns into a money exchange. Ã¢â¬Å"IÃ¢â¬â¢d like three books, two packages of chicken McNuggets, and a blow to go, please. That which i t is possible to reduce to a commodity and sell, is. That which canÃ¢â¬â¢t, is either (by definition) devalued, ignored, or simply destroyed (139)Ã¢â¬ . Jensen is trying to show the reader that everything has a relation to money. We need money in order to do the many things in life such as travel yet there are things that we donÃ¢â¬â¢t need money for. HereÃ¢â¬â¢s the problem: in this tidy world of economic categories, thereÃ¢â¬â¢s no room for love, joy, mystery, for the sometimes confused and confusing, sometimes clear and clarifying, sometimes beautiful, sometimes magical suction of body on body, skin on skin soul on soul (139). Ã¢â¬ How I see this quote is that Jensen is saying we are so consumed in getting more money that we donÃ¢â¬â¢t have time for the things that really matter in our life like love and happiness. I can see where Jensen is coming from. I think our society is stuck into thinking that money is a priority.I think it is important because we do need mon ey to survive yet we shouldnÃ¢â¬â¢t let money run our lives. The first quote shows how we see money as a constraint to happiness, love, and mystery. This reminds me of the discussion that we had in class on how we would like to travel the world when we graduate yet we are not able to because of the constraint of money and getting left behind in this Ã¢â¬Ërat raceÃ¢â¬â¢. We have all these obligations one after another that we are not able to pursue the things we really want to.Jensen brings a lot of good questions to mind while reading his novel. He is not afraid to say what he believes is happening to our society even though it seems like our society is corrupt. His thought on relationships opens up my window to knowing how easily people can Ã¢â¬ËstabÃ¢â¬â¢ each other in the back in order to be the killer not the killed. His topic of money in our society shows how we are truly materialistic. We must give everything a dollar value and if it doesnÃ¢â¬â¢t have a dollar valu e then it is not valued. How much is happiness?
Tuesday, July 30, 2019
Monday, July 29, 2019
I don't care how old you get or how tough you are. Nothing, nothing at all, can ever replace your mother taking care of you when you're sick. The feel of a cool, wet cloth touched my head, and the sound of familiar humming just barely penetrated my weary brain. I opened my eyes and saw the same funny-shaped pieces of sunlight cast through my blinds onto the bedroom ceiling. Only this time, their positions had changed, their colors dimmer and darker orange. The humming abruptly stopped. Ã¢â¬Å"Eugenie?Ã¢â¬ Ã¢â¬Å"Mom,Ã¢â¬ I croaked. My throat felt torn and raw. She moved into my field of vision, face drawn with worry. I couldn't believe it. She looked almost entirely normal. Her hair had a bit of a wind-swept look, and I could see a few bruises. Other than that, she seemed fine, not like she'd just endured a paranormal attack and subsequent magically induced maelstrom. For just a moment, I questioned my own memories. Had I imagined what happened? Had it been a trick or a vision? No. I felt like shit. No delusion could have caused this pain. Ã¢â¬Å"You're okay?Ã¢â¬ I asked doubtfully. She nodded. Ã¢â¬Å"Fine. What about you?Ã¢â¬ I tentatively attempted to make contact with the muscles in my body. They told me to leave them the fuck alone. Ã¢â¬Å"I hurt.Ã¢â¬ She adjusted the cloth on my head, making it fractionally more perfect. As she leaned over, a lock of her hair slipped forward, and I made out muddy fingerprints on her neck. No. Definitely not my imagination. Ã¢â¬Å"I called Roland. He was up in Flagstaff with Bill. He's on his way back now Ã¢â¬â should be here in a couple of hours.Ã¢â¬ Ã¢â¬Å"MomÃ¢â¬ ¦how'd you recover?Ã¢â¬ Ã¢â¬Å"What do you mean?Ã¢â¬ Ã¢â¬Å"You were really messed up from those spirits. Don't you remember?Ã¢â¬ Ã¢â¬Å"I got a little shaken up but nothing worse. Nothing like you.Ã¢â¬ She frowned, giving a little sigh. Ã¢â¬Å"God, how I wish you were a lawyer instead. Or maybe a pharmacist.Ã¢â¬ Ã¢â¬Å"What do you remember happening?Ã¢â¬ Ã¢â¬Å"Not much,Ã¢â¬ she admitted. Ã¢â¬Å"I remember going after one of thoseÃ¢â¬ ¦creatures. After that, it's a blur. I must have panicked. Your living room is, uh, going to need some help.Ã¢â¬ I closed my eyes, feeling tired. My living room would probably need to be bulldozed and rebuilt from scratch. No telling how the rest of the house had fared. It could probably collapse at any moment. My room actually looked kind of normal. A few things were knocked over, probably casualties of stray gusts of wind. Ã¢â¬Å"You've got people here who want to see you.Ã¢â¬ I opened my eyes. Ã¢â¬Å"Who?Ã¢â¬ Ã¢â¬Å"No one I know. A man and a woman.Ã¢â¬ Ã¢â¬Å"Is the man a fox?Ã¢â¬ She stared at me, confused. Ã¢â¬Å"A fox? He's very handsome, yes, but, sweetieÃ¢â¬ ¦maybe I should send them away. You don't sound like you're better yet.Ã¢â¬ Ã¢â¬Å"No, no, let me talk to them.Ã¢â¬ I had a feeling the missing pieces of what had happened during and after the storm lay with Kiyo. Ã¢â¬Å"And I need to talk to themÃ¢â¬ ¦alone.Ã¢â¬ My mother looked hurt. Ã¢â¬Å"It's not personal. It's business.Ã¢â¬ She started to argue, then shook her head and stood up. Ã¢â¬Å"I'll go get them.Ã¢â¬ While she was gone, I dared a hasty assessment of my appearance. I was still in my underwear and camisole. The top in particular was ripped and dirty. I pulled the covers up almost to my neck and ran a hand over my hair and face. I could feel more dirt on my skin plus a scab on my cheek, distantly reminding me of a shard of something flying out and cutting me. My hair stuck out everywhere. I attempted to smooth it down, but then my mom returned with Kiyo and a strange woman. Ã¢â¬Å"I'll be in the kitchen if you need me,Ã¢â¬ Mom said protectively. She pulled the door closed behind her, all but a crack. Kiyo's face told me all I needed to know about the way I looked. Ã¢â¬Å"You should see the other guy,Ã¢â¬ I said. A small smile broke over his face. Ã¢â¬Å"I did. He's in pieces in the other room.Ã¢â¬ Ã¢â¬Å"Oh.Ã¢â¬ He beckoned to the woman. Ã¢â¬Å"Eugenie, this is Maiwenn, queen of the Willow Land.Ã¢â¬ I started in surprise. She didn't look like a Willow Queen. Of course, I'm not sure what exactly I expected Ã¢â¬â maybe something akin to Glinda the Good Witch. But this woman looked like Surfer Girl Barbie. Her skin glowed with a deep bronze tan. Platinum blond hair fell in supermodel waves to her waist. Her eyes were the color of the sea in the sun, blue-green with long lashes. She wore a simple blue dress, a bit old-fashioned but nothing that screamed, Ã¢â¬Å"I'm a fairy queen.Ã¢â¬ It was looser than the form-fitting gowns other gentry women seemed to favor but was still quite pretty. My feelings of inadequacy about my appearance increased tenfold. Ã¢â¬Å"Nice to meet you,Ã¢â¬ I said. I could hear the tentativeness in my voice. Kiyo might swear to her character, but I still carried a lot of apprehension around the gentry, monarch or no. Ã¢â¬Å"And you,Ã¢â¬ she said. Her voice was rich and sweet, her face serene. Ã¢â¬Å"I'm sorry I could not heal you too.Ã¢â¬ Ã¢â¬Å"Ã¢â¬ËToo'? OhÃ¢â¬ ¦was it you? Did you heal my mother? She doesn't remember anythingÃ¢â¬ ¦.Ã¢â¬ She nodded. Ã¢â¬Å"I didn't have the power to heal you both. She was more severely injured, and with your age and stamina Ã¢â¬â and your blood Ã¢â¬â well, I thought you'd have an easier time recovering.Ã¢â¬ I thought about the aches and pains shooting through my body. Easier? That might be a subjective term. Ã¢â¬Å"You made the right choice. Thanks. I'll be fine.Ã¢â¬ Kiyo stuffed his hands in his pockets and leaned against the wall. Ã¢â¬Å"Eugenie doesn't like to admit weakness. It's one of her more charming traits.Ã¢â¬ I shot him a glare, and Maiwenn offered a small, polite smile. Ã¢â¬Å"Nothing wrong with that.Ã¢â¬ She approached me and extended a hand toward my face. Ã¢â¬Å"I think I have enough strength for a small healing. May I?Ã¢â¬ I nodded, not entirely sure what I was agreeing to. Her fingertips grazed my cheek, icy cold but gentle. A tingle ran through me, and she drew back, suddenly looking pale and tired. Kiyo started to help her when she stumbled, but she waved him off. Ã¢â¬Å"There. No scarring this way.Ã¢â¬ My fingers examined the place she had touched. No more scab. Ã¢â¬Å"Thank you.Ã¢â¬ Silence fell, and I looked from face to face. With me in bed and them hanging around so casually, I didn't really feel like I was having a meeting with a bona fide queen. It was all so informal. Ã¢â¬Å"What happened?Ã¢â¬ They exchanged uncertain glances. Ã¢â¬Å"We're not really sure,Ã¢â¬ he said. Ã¢â¬Å"You and your mother were both unconscious. The elemental was dead, and your living roomÃ¢â¬ ¦it looks kind of bad.Ã¢â¬ Ã¢â¬Å"ButÃ¢â¬ ¦that was it?Ã¢â¬ His eyebrows rose. Ã¢â¬Å"What more could there be?Ã¢â¬ Ã¢â¬Å"There was no storm when you showed up?Ã¢â¬ They exchanged conspiratorial looks again, and something about their solidarity rankled me. Ã¢â¬Å"Tell us what you remember,Ã¢â¬ Maiwenn said. I did, starting with the spirit attack and ending with the vicious storm. Neither spoke when I finished. Kiyo sighed. Ã¢â¬Å"What?Ã¢â¬ I demanded. Ã¢â¬Å"What happened? You obviously know.Ã¢â¬ Ã¢â¬Å"It's complicated.Ã¢â¬ Ã¢â¬Å"Everything's complicated lately. Let me guess. It was the magic, wasn't it? Storm King's inherited power?Ã¢â¬ He didn't answer. She did. Ã¢â¬Å"Yes. It seems it has been passed down after all.Ã¢â¬ Ã¢â¬Å"Can I stop it? Keep it locked up so it doesn't come out again?Ã¢â¬ Ã¢â¬Å"Not likely. You might be able to bury it so it isn't consciously used, butÃ¢â¬ ¦if it's there, it's likely to burst out again when your emotions let loose. You'll get the same kind of disastrous results if you don't learn to manage it.Ã¢â¬ Ã¢â¬Å"I don't want it.Ã¢â¬ I shuddered, recalling that horrible blackness and deadly lightning. Uneasily, I remembered what Volusian had told me, that embracing my magic could protect me and those I loved. I looked at Maiwenn nervously, hating what I was about to ask. Ã¢â¬Å"But I don't want to hurt anyone either. Can you teach me to use it? Or at least control it?Ã¢â¬ Kiyo's eyes widened. Ã¢â¬Å"Eugenie, no Ã¢â¬â Ã¢â¬Å" Ã¢â¬Å"What do you expect me to do?Ã¢â¬ I demanded. The expression on his face mirrored what I felt inside. Ã¢â¬Å"It's not like I want to do this. But you saw what happened. I destroyed my house, and worse, I nearly killed my mother. And myself.Ã¢â¬ He sighed but didn't argue. Maiwenn regarded him calmly. Ã¢â¬Å"She's right.Ã¢â¬ Ã¢â¬Å"I know. But I don't have to like it.Ã¢â¬ Ã¢â¬Å"I don't know if I can teach you or not,Ã¢â¬ she murmured, turning back to me. Ã¢â¬Å"Your magic Ã¢â¬â storm magic Ã¢â¬â is a very physical, outward sort of power. Healing is more internal. Less aggressive. Some of the basics will be the same, but we'll probably have to find you a teacher with similar powers.Ã¢â¬ Like someone who can call up pieces of the earth and rip castles apart, I thought. I didn't give voice to that. Kiyo and I might be Ã¢â¬Å"friends,Ã¢â¬ but I immediately knew he wouldn't like me getting close to Dorian. Ã¢â¬Å"Kiyo says you're against the invasion thing, that you weren't a supporter of Storm King.Ã¢â¬ Ã¢â¬Å"Yes. That was part of the reason I wanted to meet you. I'm happy you survived today, Eugenie Markham, butÃ¢â¬ ¦this possibility of the prophecy coming true alarms me. I've spent years believing Storm King had no children. Your existence causes all sorts of complications.Ã¢â¬ It occurred to me then that Maiwenn might have slept easier if I'd been killed today. Ã¢â¬Å"So is it true?Ã¢â¬ she asked. Ã¢â¬Å"You have no intention of fulfilling the prophecy?Ã¢â¬ Ã¢â¬Å"Of course not.Ã¢â¬ Ã¢â¬Å"Turning one's back on such power can't be easy. Even now, you're considering his magic.Ã¢â¬ Ã¢â¬Å"That's a necessity. I don't want it. Besides, none of this is about power. It's about keeping my world safe. You forget that until a few weeks ago, I had no clue about any of this. In most ways Ã¢â¬â me whipping up a storm aside Ã¢â¬â I still consider myself human. I'm not going to let some army subjugate or destroy my race.Ã¢â¬ Ã¢â¬Å"You see?Ã¢â¬ Kiyo said to her. Ã¢â¬Å"I told you.Ã¢â¬ I could still see the doubt on her face. Ã¢â¬Å"I'm serious. I don't want to usher in some terrible era of gentry domination. I sure as hell don't want to be a plaything for every gentry guy. And even if the worst happensÃ¢â¬ Ã¢â¬â I shuddered, remembering the elemental's proximity Ã¢â¬â Ã¢â¬Å"well, there are ways of making sure I don't actually get or stay pregnant.Ã¢â¬ I didn't feel like getting into logistics with her. Ã¢â¬Å"Hopefully, I can just keep up the avoidance, though. I'm not jumping into anyone's bed soon.Ã¢â¬ Sympathy replaced Maiwenn's doubt. Ã¢â¬Å"Yes. I'm truly sorry for what you've endured. It sickens me. I honestly can't imagine it. You've surpassed your fearless reputation. I couldn't have coped so bravely.Ã¢â¬ I thought again about the terror that had filled me when the elemental had me trapped. The tears. The desperation. I didn't know how brave I'd really been. Kiyo's eyes met mine then, and while Maiwenn looked distracted with thought, I think he might have glimpsed a little of my emotion. Affection for me burned on his face, and I fell into it. The moment shattered when a loud voice sounded outside my room. Ã¢â¬Å"What the fuck happened in here? No way am I cleaning this up!Ã¢â¬ Kiyo straightened up, alarmed, but I waved away his concern. Ã¢â¬Å"Don't worry. It's just my housemate.Ã¢â¬ Sure enough, Tim burst in, outrage written all over him. He wore buckskin pants and a matching vest over his bare chest. Feathers decorated his black hair. Beads ringed his neck. His face fell as soon as he saw me. Ã¢â¬Å"Oh God, Eug. Are you all right?Ã¢â¬ I started to give him the Ã¢â¬Å"other guyÃ¢â¬ line, then opted for simplicity. Ã¢â¬Å"Fine.Ã¢â¬ He jerked his thumb behind him. Ã¢â¬Å"That room's in pieces.Ã¢â¬ Ã¢â¬Å"I know. Don't worry. I'll clean it up.Ã¢â¬ Ã¢â¬Å"What happened?Ã¢â¬ Ã¢â¬Å"You're better off not knowing. Tim, this is Kiyo and Maiwenn.Ã¢â¬ Remembering himself, Tim raised his right hand in a sort of Ã¢â¬Å"How, white manÃ¢â¬ kind of way. Ã¢â¬Å"I am Timothy Red Horse. May the Great Spirit smile down upon you.Ã¢â¬ This latter part seemed to be for Maiwenn in particular. She smiled formally. Kiyo appeared to oscillate between hilarity and disgust. Greetings done, Tim walked over to me, shaking his head ruefully. Ã¢â¬Å"You're into some crazy shit.Ã¢â¬ Ã¢â¬Å"You might want to find another place to stay,Ã¢â¬ I said seriously. Ã¢â¬Å"I don't think it'll be safe around here.Ã¢â¬ Ã¢â¬Å"Are you kidding? I'm never going to find this good a deal. What's a little death and destruction?Ã¢â¬ Ã¢â¬Å"Tim Ã¢â¬â Ã¢â¬Å" His face sobered. Ã¢â¬Å"Don't worry, Eug. I know what you do. If things heat up, I'll get out.Ã¢â¬ Ã¢â¬Å"Did you see the living room? That's pretty hot.Ã¢â¬ Ã¢â¬Å"Yeah, but so long as the house is standingÃ¢â¬ ¦Ã¢â¬ Ã¢â¬Å"You're more difficult than I am.Ã¢â¬ I remembered I was supposed to find a witch to boost the wards around my house. I'd forgotten. Instead, I had created some wards of my own, but they weren't very strong, as evidenced by the recent invasion. A witch couldn't keep everything out but would do a better job than me. Tim grinned. Ã¢â¬Å"Well, let's not get carried away. Anyway. You look like you're in the middle of something. You want anything? Chicken soup? Foot massage?Ã¢â¬ Ã¢â¬Å"You can get me a Milky Way. And see if my Def Leppard CD survived the war zone.Ã¢â¬ Ã¢â¬Å"Don't get your hopes up on that last one.Ã¢â¬ He said goodbye to the others and left. Ã¢â¬Å"An odd man,Ã¢â¬ mused Maiwenn. Ã¢â¬Å"You have no idea.Ã¢â¬ Yet, while Tim and I had bantered, I'd noticed Maiwenn and Kiyo speaking quietly to each other in the corner. She had rested a hand on his arm as they talked, and there had been something almostÃ¢â¬ ¦intimate in the way they stood together. Like they were comfortable being in each other's personal space. Very comfortable. I remembered Kiyo's resolute support of her, his claim that he worked with her because he believed in her cause. But was that truly it? Or was there more? She was a Ã¢â¬Å"good friend.Ã¢â¬ They stood apart now, but a jealous, ugly feeling kindled in my chest. She finally turned away from him and gave me a small, tight smile. Ã¢â¬Å"I don't mean to be rude, butÃ¢â¬ ¦I'm not feeling well and must return home.Ã¢â¬ Ã¢â¬Å"It's no problem. Thanks for coming, andÃ¢â¬ ¦thank you for healing my mother.Ã¢â¬ Maiwenn nodded, and I could tell she really was sick. Weariness ringed those lovely eyes. Ã¢â¬Å"I'm happy to. And I'm glad we were able to talk. You have no idea how relieved I am to see where you stand. I'll do what I can to keep others from trying toÃ¢â¬ ¦take liberties with you.Ã¢â¬ Kiyo's fingertips brushed her arm to stop her, and I watched that contact with a critical eye. Ã¢â¬Å"Wait for me outside.Ã¢â¬ She nodded and then swept out of the room in all her golden beauty. Kiyo walked over to my bed and sat down, running a hand along my cheek. Ã¢â¬Å"I'm glad you're okay. When I walked inÃ¢â¬ ¦I thought you were dead.Ã¢â¬ Ã¢â¬Å"I'm hard to kill,Ã¢â¬ I said lightly. He smiled, shaking his head with exasperation. Ã¢â¬Å"I can believe that.Ã¢â¬ Reaching down, he picked up my hand and brought it to his lips, eyes on mine. He lingered a moment, and my skin burned where he kissed me. Then carefully, gently, he laid my hand back down, lacing his fingers with mine. Ã¢â¬Å"I'm going to make sure she crosses over okay, and then I'll be back to stay with you.Ã¢â¬ Ã¢â¬Å"You gonna take care of me? Massage my feet and feed me chicken soup?Ã¢â¬ Ã¢â¬Å"Anything you want,Ã¢â¬ he promised. Ã¢â¬Å"That's what friends do.Ã¢â¬ He kissed my hand again and then stood up. Ã¢â¬Å"Be back in a few minutes.Ã¢â¬ I could still feel where he'd kissed me, but for once, my infatuation with him went on hold. I was thinking about the conversation I'd just had. It still bothered me, but I'd meant what I said. Learning gentry magic was about the scariest thing Ã¢â¬â other than rape by a mud elemental Ã¢â¬â that I could imagine right now. Yet, I wanted no more storms in my living room, no storms anywhere that I was incapable of controlling. And for what it was worth, that meant getting a grip on my power. I knew whom I had to go to for that control, and it held its own set of terrors. Necessary evils, though. I had no choice. So while I waited for Kiyo's return, I began a mental to-do list. Summon Volusian. Plot strategy. Buy high-heeled shoesÃ¢â¬ ¦
Business Environment Analysis and Research - Political Trade Arguments - Essay Example In the following parts of the essay, first an example of stable trade and political relations has been included in which Canada and the United StatesÃ¢â¬â¢ growing trade relations have been highlighted. It is followed by the trade relations between Iran and the United States have been mentioned, highlighting the type of political relation and its fallout on the past and existing trade relations. Before the conclusion part, Most Favoured Nation (MFN) status and current standoff between India and Pakistan have been discussed besides their arguments and justifications have also been evaluated. International trade is dominated and influenced by strong international countries, such as the United States of America. It is a clear and established fact that the international trade, which is mainly run and administered by the operational framework of the World Trade Organization, between countries, regions and international independent trading partners is considerably affected by the bi-lateral relationship between the trading partners. For example, it has been observed that stable and strong bi-lateral, cultural and political relations play a very important role between the countries. Consequently, stable political relations enable them to develop and retain trade relationships as well. For example, the trade between Canada and the United States of America is considerably higher and growing as well because both countries have stable political relations whereas unfriendly political relations between the United States and Iran clearly demonstrates limited trade between these coun tries. In addition, due to the current animosity between the United States and Iran, bilateral trade between these two countries is not growing instead the United States has imposed bilateral trade restrictions and the same attitude is also reflected when Iran enters into bilateral trade agreements with other international countries
Sunday, July 28, 2019
Catholic Papacy - Essay Example Peter to be the rock on which the Church would be built and St. Peter was martyred in Rome and thus making Rome the very symbol where Catholicism was focussed. The first century saw St. Peter as the first pope and since then, the continued line of popes goes on unabated, some of them obscure, some unknown to history, some ineffective, some power hungry to the extent of shaming the princes and a few, real serene father figures. In the beginning, it was a period of fighting for religion, being condemned, and persecuted and even being killed. The spirit of Christianity and its doctrines were yet to be established as nothing much had been done in that direction during the short life span of Christ. To the followers, everything was new guesswork and there was a dire necessity of creating principles and doctrines, much needed for any organised religion. Most of the initial popes quietly melted into the pot of history without being mentioned much. We come to know that Miltiades (311 - 314) held an open Council in Rome's Lateran Palace and was instructed to do so by the Emperor himself thus marking the beginning of interaction between Church and State. This interaction created many problems in later centuries and brought more difficulties than good. Before the roman church attained prominence worship was told to be conducted in houses rather secretly dreading persecution against the new religion. Emperor Constantine established three very important churches in Rome, making it obvious that the royal accent is granted to Christianity, especially so, because of the cathedral, now St. John Lateran, next to the emperor's Lateran palace while the other two in honour of two martyrs, Peter and Paul. Leo the Great (440 - 461) was the first Pope to wield certain powers and had an undisturbed reign of 21 years and was an admired and very effective pope who could control heretics and lay down role regulations to his successors. Hen defined Catholic Orthodoxy in the form of Tome and said it was Jesus' wish that Pope had to control other bishops and this wish was passed on to St. Peter by Jesus through the 'Power of Keys'. This worked well and was accepted by the other bishops and Christianity came under one papal umbrella and was honoured under the dictum: 'I will give you the keys of the kingdom of Heaven. What you forbid on earth shall be forbidden in heaven, and what you allow on earth shall be allowed in heaven." In 410 came the sack of Rome by Alaric and his Visigoths while Emperor Honorius and Pope Innocent I were at Ravenna. Buildings were not destroyed and Alaric was happy with the booty. Huns, Vandals and Visigoths continued to undermine the royal power and slowly the power diminished giving an opportunity to Ambrose in Milan to almost control the imperial authority. In 452, Attila the Hun was the biggest threat to Christianity and Papacy and Gaiseric the Vandal was not far behind. Leo had to take diplomatic steps to negotiate with both and to some extent achieving a deal, papacy has now clearly stepped into the political arena. Gregory the Great (590 - 604) was another milestone in the development of papal power and authority. In 592, he accepted the papal responsibility for Rome while facing Lombards and persuaded them by agreeing to pay an annual sum. "Rome's relations with the Lombards were
Saturday, July 27, 2019
SEO Changes over the Past Few Years - Essay Example As the discussion emphases there is a large number of personnel who examine the current trends taking place in SEO in various search engines. Bearing this in mind, this paper will focus on Google, as a search engine in relation to the SEO changes it has made in the last few years. According to Forbes, Google is a technology company that aims at boosting how information is linked with people. It is noted that Google major focus is on search, platforms, advertisements, and operating systems. With the primary focus of the paper being on searches, it is asserted that the search part of Google includes numerous online content and a large array of web sites that is accessible to any person with internet connectivity and the Google search engine. According to the paper findings good SEO is the utilisation of the strategies and techniques that ensure that a website ranks highest and appears most often in searches by the targeted client base. In the past, websites used to use a few appropriate explanations that were related to the content along with Meta tags. However, these traditional techniques cannot apply in the current setting due to changes that have occurred. The changes have been driven by Google, which provides the major search engine. Good SEO involves content that is of high quality. High-quality content ensures that the website has relevant subjects and terms that are normally used during searches. The more the information, the more the search engine will show up the website in the search results. Further, regular updates ensure that the quality is enhanced.
Friday, July 26, 2019
Understanding Pregnancy and the three Trimesters - Essay Example The 1st Trimester encompasses the time from the moment of conception to 13 weeks and many experts feel that the 1st Trimester is the most crucial, because it is at this stage that body structure and organ systems are designed (The Regents of the University of California, 2014). During the first two weeks the woman is not technically pregnant, not yet. Conception actually occurs about two weeks after the end of your last menstrual cycle. By the 3rd week fertilization is achieved. At this point the offspring is called a zygote and is made up of the base 46 chromosomes that will account for many of the babyÃ¢â¬â¢s future traits, including gender. Week four begins the process called implantation. From here the zygote is now referred to as a blastocyst, which is a ball of multiplying cells. This is also when the placenta begins to prepare itself (Vishton, 2013). Week five begins the embryonic stage of development. The brain, spinal cord, and heart begin to form; inner and exterior skin layers develop, as well as, certain amounts of connective tissue. Week six marks the closing of the neural tube and the embryoÃ¢â¬â¢s heart begins to beat independently and buds protrude from the embryos body, which will become arms and legs. The seventh week sees vast change s in the embryo; head develops, including eye sockets, ears, and facial features begin to be defined. However, with all of this change the embryo is no bigger than the end of a pencilÃ¢â¬â¢s eraser. During the 8th, 9th, and 10th week the eyelids, fingers, toes, lips, straightening of the torso, and rounding of the head can be seen. By the 11th week the embryo is now a fetus. Red blood cells are forming and genitalia will begin to form. In the 12th week fingernails are forming and the fetusÃ¢â¬â¢s profile is clearly human. At this stage the fetus is only, approximately, 2 Ã ½ inches long and weighing a Ã ½ of an ounce (Mayo Clinic, 2014). Through the definitive 1st Trimester it is not just the baby-to-be that is going
Thursday, July 25, 2019
Use Of Force Managemnt - Essay Example The U.S. Department of Justice, through its Community Oriented Policing Services, indicated that the use of force was a natural reaction in response to cases requiring apprehension of suspected criminals to protect one lives and that of others. Likewise, it was indicated in a published report by COPS that there was actually no clear and concise definition of the use of force but the accepted meaning was sourced from Ã¢â¬Å"theÃ International Association of Chiefs of PoliceÃ (IACP) in its study,Ã Police Use of Force in America 2001, defined use of force as "The amount of effort required by police to compel compliance by an unwilling subject.Ã¢â¬ " (U.S. DOJ: COPS, 2010). In this regard, the research aims to proffer issues on the use of force, specifically focusing on police brutality by identifying the problem, accountability, enhanced police accountability, accreditation and risk management, among others. A recommendation from the issues discussed would be presented prior to concluding remarks. Due to the critical position, tasks and responsibilities accorded to private security officers, there have been several documented instances of abuse of their authority. As such Ã¢â¬Å"most of these crimes fall into five broad areas: excessive force, sexual assaults, false arrest and fabrication of evidence, deprivation of property, and failure to keep from harm.Ã¢â¬ (FBI: Color of Law Abuses, 2010, par. 4). When the use of force becomes excessive and unreasonable, police brutality ensues, thereby posing dangers to the victims in terms of violations of human rights and even the possibility of grave injuries and death. According to David Mangan in his written article entitled Police Brutality: The Use of Excessive Force published as a Drury University paper, the use of excessive force tantamount to manifesting a form of police brutality is actually a criminal act constituting
Wednesday, July 24, 2019
Marshall Fisher. What is the right supply chain for your product - Assignment Example Fisher argues that in some instances, performance has significantly worsened as a consequence of costs rising to unprecedented levels (Fisher, 1997). Based on his ten yearsÃ¢â¬â¢ research on the topic of supply chain in different industries ranging from fashion, food and apparel to automobile, Fisher devised a framework aimed at assisting managers to settle on the best supply chain for their specific products and situations. FisherÃ¢â¬â¢s article aims at assisting managers comprehend the nature of the demand of their products and services and create a supply chain, which can best suit this demand. Fisher begins by arguing that a lot of brain power and technology has been applied with the view of improving supply chains. Organizations have the capacity o acquire and retain the voices of their customers using sophisticated marketing tools. The primary aim of a successful supply is to accurately identify and respond to market demands. According to Fisher, the first and perhaps most important step in developing and effective supply chain strategy is to appreciate the nature of demand for oneÃ¢â¬â¢s companyÃ¢â¬â¢s products. In order to attain this objective, companies typically make use of agile manufacturing, automated warehousing and mass customization (Fisher, 1997). However, these efforts continue to prove ineffective as supply chains worsen with each passing day. A notable symptom of this problem is the notable excess of one product and the scarcity of another. This begs the questions of why firms are unable to develop the performance of their supply chains and how these problems can be tackled in an effective manner. Fisher shows that if an individual classifies products and services on the basis of their demand patterns, these products fall into two major categories: the products are either primarily innovative or functional. Each of these categories calls for a distinctly unique form of supply chain. A primary problem arises from the mismatch between the type of product category and form of supply chain utilized. Therefore, an effective supply chain must first identify the type of product through criteria such as demand unpredictability and lifecycle. Functional products fulfill basic needs and have long lifecycles and stable and predictable demand. Innovative products have short lifecycles and it is relatively difficult to predict their demand since they depend on prevailing fashion and lifestyle causing uncertain market reactions. Fisher argues that after ascertaining the type of product being supplied, a company should determine whether the companyÃ¢â¬â¢s supply chain is responsive to the market or physically efficient before using a matrix to determine the ideal supply chain strategy (Fisher, 1997). Functional products typically need effective supply chain processes while innovative products require responsive processes. Companies dealing in functional products are presently realizing the detriments of focusing on cost re duction, which causes diminishing returns. Consequently, firms are shifting towards sustaining coordination with corporate stakeholders such as distributors and suppliers who play a pivotal role in the supply chain processes. This coordination presents growing opportunities especially in light of the development of electronic networks, which enable closer coordination. However, companies often use the cooperative and competitive strategies to their detriment since the two approaches need dramatically diverse behaviors (Fisher, 1997). On the other hand, companies dealing in innovative products seek systems that provide high levels of product availability
Grocery, Inc - Case Study Example Thus Masterpiece argued that it had done so in the best interests of both the parties involved. John W. Ralls in "Subcontractor May Pursue Claim for Breach of the Implied Covenant of Good Faith and Fair Dealing in Contract but May Not Pursue a Cardinal Change Theory." June 11, 2001 explains a similar case in Wyoming. Grocery argued that it was not mentioned that the contract would not be handed over to a sub-contractor without the consent of both the parties because the agreement was signed by a trainee, who was not even a major and had no idea or experience about the subject. Thus, the validity of the agreement itself was in question. Also, the quality of construction of the building was very poor, thus putting Grocery's reputation at stake. Grocery is a renowned brand all over the US and is known for its stores and products. The major argument, however was that Masterpiece failed to inform Grocery about the subcontracting of the work to Build To Fall, which was a breach of trust. The Hon'ble court gave the judgment that Masterpiece had indeed resorted to a breach of trust and ordered Masterpiece to redo the whole job, without any extra compensation and within a time-period of four months; or else pay a damage claim of $ xyz. "The parties agree that this is a case of first impression in Missouri as Missouri courts have not specifically addressed whether a creditor is obligated to apply proceeds from a foreclosure sale to all loans in default secured by the same collateral pursuant to a master or umbrella loan agreement. Both parties claim the resolution of the matter is governed by section 400.9-601(a), which provides in pertinent part, (a) After default, a secured party has the rights provided in this part and, except as otherwise provided in section 400.9-602, those provided by agreements of the parties. A secured party: (1) May reduce a claim to judgment, foreclose, or otherwise enforce the claim, security interest, or agricultural lien by any available judicial procedure; and section 400.9-615(a), which provides in pertinent part, (a) A secured party shall apply or pay over for application the cash
Tuesday, July 23, 2019
HMR - Essay Example Human resource management looks after all these activities. HRM can be considered as a process which involves four main duties. These include acquisition, motivation, development and overall maintenance of the human resource of an organisation. HRM can be considered as that branch of management which is responsible for maintaining relationships among the employees and the organisation. The nature of HRM varies widely and depends on its role in the organisation. HRM is an inherent part of an organisation. From broader perspective, this role is followed by almost all members of an organisation rather than only the department for personnel management. The function of human resource management is pervasive. It has to be performed by managers at all levels and it is not limited to only one department or group. It permeates to each and every department of an organisation regardless of the category and function. Major activities of this department include manpower planning, placement, emplo yment, compensation and appraisal and training of the employees. HRM is a continuous process which is present at every stage of the organisation. The fundamental objective of human resource management is contributing to the goals of the business and organisation. The department functions by ensuring efficient utilisation of the human resource and also increasing the potential of the people in the organisation so that they can fully utilise the resources of the organisation (Maloney). HRM functions can be categorised as managerial and operative functions. The managerial functions include planning, organising, controlling and directing. On the other hand, operative functions include activities such as procurement and development of function, providing compensation and benefits to them, record keeping and maintenance of good industrial relations. The structure of human resource management in UK is very strict. Most of the organisations in UK, have highly delegated HRM departments which looks after the organisation. As early as from the 1980s, the centre has effectively delegated the responsibility of HRM to various agencies and department. This suit has been followed by a majority of public sector organisations in the UK. Big organisations and most of the private sectors are now focussing on maintaining their own HRM department. Human resource management is most evident in the health care sector in UK while local authorities and smaller groups do not have any proper human resource management format. The basic difference between human resource and human resource management is that human resource consists of a group of individuals who constitute the workforce of a business, organisation or an economy; they are tangible assets of an organisation. On the other hand, human resource management includes management of these assets for the best utilisation of the resources of a business or organisation. Principles of Equal Opportunities Equal opportunity in employment ref ers to equal rights in the field of jobs, services and benefits to all individuals, employees and perspective employees in an organisation (Equal Opportunity). Equal employment opportunity is determined to provide equal and fair outcomes in almost all employment areas which include functions such as selection, recruitment, information access, management
Monday, July 22, 2019
Christo and Jeane Claude Essay Christo and Jeane Claude are a husband and wife team. These two artists are famous for transforming the ordinary into fabulous artwork, such as wrapping buildings. They accept no government grants or funding, no donations, their only income is from the sales of their artwork. Nearly all of their artshows take place outdoors, often in public parks requiring no admission fees. Their identity or famous slogan as the wrapping artists came from their controversial work named Wrapped Reichstage, Berlin, 1971-1995, an entire German Parliament Building in silver fabric looking like a wedding cake. (Sternbergh,no date). Many significant national symbols have been transformed and giving new identities by many artists. Buildings, natureÃ¢â¬â¢s creations, world events have become best selling books, movies, musicals, songs and plays. Anytime an artist develops anything, adding their identity to it, the item takes on that new image. The Christos saw buildings in a way no one else saw it. The Reichstage building in Berlin became a piece of sculpture or artwork when Christo and Jeane Claude wrapped the building. Artwork expands on natural traditions, allowing others to use their imaginations to interpret the meanings. Ã¢â¬Å"The Christos have created some of the most breathtaking works of the 20th century using fabric in, over through and around natural and constructed formsÃ¢â¬ Powell, director of national art gallery. The Christos use fabric to give an original style to traditional paintings, sculptures and buildingsÃ¢â¬ (no author, 2002).Wrapping the Reichstage building, giving the illusion of a wedding cake transformed the building into an artistic sculpture. Notes; Sternbergh, Adam (no date) The passion of the Christos; New York Entertainment; nymag. com date retrieved July 24, 2007 http://nymag. com/nymetro/arts/features/10897/ No author (2/4/2002) First American Survey of Christo and Jeanne Claude; artdaily. org; Date retrieved; July 24, 2007 http://www. artdaily. com/section/news/index. asp? int_sec=2int_new=48b=Christo%20and%20Jeanne-Claude
Sunday, July 21, 2019
Role Of The Other In Dracula English Literature Essay Bram Stokers Dracula and Kate Chopins The Awakening centralises on the characters of Count Dracula and Edna Pontellier in the respective novels, characters marked as the Other for their distinction in racial and cultural traits and their transgression to strict Victorian social codes of conduct in the late nineteenth century. This essay explores the role and presentation of the Other in Count Dracula and Edna Pontellier on the issues race, culture, marriage and how the Other is represented through literary techniques such as language, symbolism, imagery and narrative strategies. In Dracula, Stoker uses visual imagery in his description of the Count, of his strange and undeniable racial foreignness in his threatening appearance and physical features, where his eyebrows were very massivebushy hair that seem to curl in its own profusion (Stoker 17). In Jonathan Harkers report, he further notices of Dracula: Strange to say, there were hairs in the centre of the palm and the nails were longto a sharp point (Stoker 18), features associated with nefarious criminals and evil beings that lack spiritual values and moral standards. A criminal is what Professor Van Helsing describes Dracula as: This criminal has not full man-brainbe of child-brain in much (Stoker 341), followed by Mina Harker: The Count is a criminal and of criminal type (Stoker 342); Stoker models Dracula as a degenerate criminal that poses serious danger to the society and uses Draculas intimidating features to represent his criminality, compounding his racial Otherness. In The Awakening, Chopin uses the same narrative technique of visual imagery where she describes Edna Pontellier as rather handsome than beautifulcertain frankness of expressioncontradictory subtle play of features (Chopin 5). Chopin brings out Ednas racial foreignness by comparing and contrasting her beauty and body forms to that of Adele Ragtinolle, a Creole descent who is the embodiment of every womanly grace and charm (Chopin 10). Ednas distinct attractiveness, being an American from Kentucky and different from the physical exotic dispositions of Creole women stands her out as different, whose form of beauty attracts men such as Robert and Victor Lebrun as well as Alcee Arobin. In his novel, Stoker portrays Draculas outsider status, contrasting his archaic Transylvanian cultural origins in Eastern Europe to that of modernized Western Europe where Jonathan Harker comes from. On his arrival in Bistritz, Jonathan describes the primitive land where things were new to him, such as the peasant man or woman kneeling before a shrine and Slovaks with their-coloured sheepskinscarryingtheir long staves, with axe at end (Stoker 8). He compares the unfamiliar Eastern superstition to his native Western rationality when a woman offers him her crucifix for his safety against Dracula, for he has been taught to regard such things as in some measure idolatrous (Stoker 5). Different in every respect from English nobles, Dracula asserts Jonathans and his cultural dissimilarity: We are in Transylvania; and Transylvania is not England. Our ways are not your ways, and there shall be to you many strange things (Stoker 21). As a solitary American woman who marries a Creole from New Orleans, Edna experiences cultural dissimilarity and struggles to come to terms with the cultural norms of the Creole society, where a womans place and fulfilment is restricted in the domestic realm. Just as Adele Ragtinolle positions Edna as an Other: she is not one of us; she is not like us (Chopin 23), Edna is surprised by the Creoles entire absence of prudery and freedom of expression (Chopin 12), where intimate conversations such as childbirth are openly discussed, sex to women are considered not for pleasure but rather for procreation and flirtations do not cross the boundaries of infidelity; such were the social codes in the Creole community which Edna feels growingly restrictive and eventually breaches. Where Dracula attempts to assimilate the cultural identity of the English, Edna resists the social conventions of the Creoles, yet in his assimilation and her resistance, both characters violates and threaten the soci al and cultural order of the society they are in. Stoker combines the theme of sexuality with violence in Dracula. The Count is portrayed as a revenant with a bloodlust in the human body and is primarily a sexual threat not only to women but even to men. Dracula expresses his contempt for authority and Victorian order in the most independent means through his sexuality. He possesses the hypnotic and seductive prowess that attract involuntary women into his clutches and holds the feministic role of reproduction, as his victims do not die but transform into vampires themselves, embracing a new racial identity and marking them as the Other. The magnitude of threat to the civilized society Dracula carries through his sexuality is illustrated first through Lucy Westenras transformation from an amiable Victorian lady to a voracious predator and then through Draculas grave personal invasion of Mina Harker in the very presence her husband, Jonathan, who lay asleep beside her. In the theme of sexuality in The Awakening, Chopin paints a picture of Edna as a woman trapped in a stifled marriage and who is plagued by a mixture of feminist and psychological issues. Unlike the mother-women of the Creole community who are protective of and idolized their children, Ednas motherly instincts are seemingly weak and is uncharacteristically distant from her two sons (Chopin 10). If one of the little Pontellier boys took a tumblehe was not apt to rush crying to his mothers arms (ibid.). Ednas discovery of her dormant sexuality stirs her longing desire for liberty and independence from the confines of male domination and a marriage she feels disillusioned with. Her outward sexuality ensues with her forbidden declaration of love for Robert Lebrun to Mademoiselle Reisz (Chopin 90), and also her act of adultery with Alcee Arobin for her growing need for passion, which breeds immorality and transgresses the conservative social values of the New Orleans Creole community. In Stokers novel, blood symbolises the basis of life to Dracula, which he feeds off his victims that not only sustain his physical but soulless existence but also provides its mythical ability to preserve beauty, as Jonathan noted in Draculas youthful transformation in a coincidental encounter in Exeter, England (Stoker 172). Stoker then symbolises blood with racial contamination because of the close connection between the vampire and blood, with all its implications of purity and genetic intimacy. Stoker also creates a symbolic contrast between English modernity in science and technology and Draculas embodiment of the primitives and superstitions, where Draculas threat hinges on the advance of modernity which brushes off the very reality of such a revenant as Dracula himself who seeks to destroy the society. Chopin similarly uses symbolism in the very introduction of her novel, where caged birds bear symbolic reference to Ednas restricted and subservient role as a wife and mother that society presses upon her and in the same way the birds cannot escape from their cages, Edna too cannot fully release herself from her obligations. Before Edna drowns in the conclusion to the novel, she notices a bird with a broken wing was beating the air abovedisabled down to the water, perhaps symbolizing Ednas unsuccessful attempt at escaping the limitations and boundaries in her role as a woman and foreshadowing her impending demise (Chopin 127). The ocean also represents a source of new life and a symbol of liberation for Edna, in where she feels rejuvenated and assertive upon her self-actualization of her dissatisfaction in her life and of her roles. Her acquisition in the ability to swim symbolically empowers her of her sexuality and her chosen identity and not one decided by the society. There is no single authorial voice in Dracula; rather than adopting a continuous narrative voice, Stokers writing style is straightforward and immediate, interlinking extracts from the journals of various characters that creates ambiguity but adds much realism to the story. Dracula is not given a narrative voice and his actions and mysterious whereabouts are only revealed by the progress other characters, in such a way that unambiguously positions readers as jury in the realm of the good in the battle against the evil Other in Dracula. A single authorial voice is adopted by Chopin in her novel in the form of a distant third-person omniscient. Chopins formal prose relays a sense of solemn gravity to the story and she adopts a writing style that is perceptive and concise. In her narration, she alternates between being specific on some occasions and vague on others, for example: It was the kiss of lifethat kindled desire and Edna cried a little that night after Arobin left herThere was with her an overwhelming feeling of irresponsibility, which strongly suggests their transgression of societal conduct through their phase of adultery (Chopin 92). However, Chopin uses implicit details to guide readers, perhaps to mitigate the foregone conclusion to which her text implies, in a her time when Victorian values still prevailed. Both Stoker and Chopin uses several literary techniques in Dracula and The Awakening, including foreshadowing, symbolism and imagery that reveals the Otherness in Dracula and Edna in their difference in fundamental ways from the society accompanying them. Through artful imagery and language that convey perceptive descriptions and ideas, characters and scenes in both novels come to life, making a vivid reading experience.
Saturday, July 20, 2019
The Early Years Of Key Stage One This report focuses on the principles underpinning Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1), and how this influences practice when supporting children in the transition from EYFS to KS1. This report will also include the similarities and the differences between the EYFS and KS1. The main aim of this report is to demonstrate knowledge and understanding of theory underpinning the development of key stage 1. The Early Years Foundation Stage is not a curriculum it is a framework. Sited in (DCSF 2008a, p.9) The EYFS document sets the standards for children from birth to 5 by meeting the diverse needs of each individual child this principle lies in the heart of the EYFS. All practitioners should deliver personalised learning, care and development to encourage and help children receive the best possible start in life. The overarching aim of the EYFS is to help children achieve the five Every Child Matters outcomes which are: Staying safe Being healthy Enjoying and achieving Making a positive contribution Achieving economic well-being (DCSF 2008 a) However the national curriculum sets out the stages and core subjects children will be able to be taught during their time at school. The national Curriculum also sets out the knowledge and skills that are important for children to become successful and confident learners. The curriculum also sets out the achievement targets in each subject, teachers can use these to measure each childs progress and plan the next steps in their learning. Schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils. The new curriculum identifies the impact of play-based and activity learning in engaging children and helping them achieve a wide range of outcomes and make the best possible improvement. (National Curriculum online) However the EYFS framework provides assurance, it also states that every child deserves the best start in life. The Early Years Foundation Stage sets standards for the development, learning and care of children from birth. The new primary curriculum expands on the principles of the EYFS and encourages play-based learning. In the early stage the content of the curriculum is generic to the area of learning. Rose, J. (2009) The principles which guide the work for all early years practitioners are grouped in to four themes. The first theme is A Unique Child: every child is an experienced learner from birth who can be flexible, confident and self confident about him or herself. The second theme is Positive Relationship: children learn to be strong and independent from a base of loving and secure relationships with parents, families and carers. The third theme is Enabling Environment: The environment plays a key role in supporting and extending childrens development and learning, The fourth theme is Learning and Development: children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. The Four guiding themes work together to underpin effective practice in the delivery of the Early Years Foundation Stage. They put legal requirements in to context and describe how practitioners should support the development, learning and care for each individual child. (DCSF 2008a, p.9) Transition should be seen as a process not an event, transition is something that is continuous, and should be planned for and discussed with children and their parents. Settings should communicate information which will secure continuity of experience for the child between settings. Schools should use the summative assessment of each child recorded in the EYFS profile to support planning for learning in year 1. However teachers should also be familiar with the EYFS and the EYFS teachers should be familiar with the KS 1 Curriculum. (DCSF 2008b, p.10) Moving into years 1 can be a shock to some children after the play freedom they had in nursery and reception, five year olds can often be turned off education by suddenly being made to sit still and listen to their teachers. Sited in Moyles, J (2007 p. 16) Wood and Bennett (2001) stated that the effect on children of the transitions they make in early childhood has become a major focus on the national and international research. (Margetts 2002, Dockett and Perry 2004a-2005). As many practitioners are aware that the big transition may be the move from a foundation stage setting in to a key stage 1. The recent focus is on continuity and progression that can be offered to children at this point. Rose, J (2009) stated that: Transition from EYFS to primary school can be difficult for some children This can be difficult for children because the children are more familiar to the play-based learning, and when moving to key stage 1 the children will experience a difference as they will be expected to sit on a chair at a table and be told what to do. However the creative curriculum is also being introduced, the main aims of the creative curriculum are to encourage and develop a more creative curriculum in foundation subjects in Key Stage 1. The creative curriculum is also introduced to create a more personalised, incorporating key life skills that could transfer into lifelong learning skills and increase the use of the local area and increase out of classroom learning experiences. Feedback from parents, teachers and pupils suggested that the curriculum had become more creative and exciting. Pupils were taking part more and getting involved in their learning and took ownership. This also improved parental involvement in their childrens learning and development. The staff, parents and pupils commented on some changes they noticed occurring from the new topic approach. They reported that the children were more excited about their learning, the children were also talking about their learning more at home with parents and families. The children also started to bring resources from home for the new topic to support and expand their learning. (Creative curriculum 2008 online) The Independent Review of the Primary Curriculum includes a survey by Ofsted in 2007 which proclaimed that a very less amount of schools had successfully linked the areas of learning and development in the EYFS with the related subjects of the National Curriculum in Key Stage 1. Because there was lack of clear links between the Early Years Foundation Stage and Key Stage 1, this meant that 8 in 10 schools in the survey introduced the subjects of the National Curriculum at the start of the autumn term. However, Two in three of the schools taught a literacy hour or daily numeracy lesson within a few weeks of the start of the school year. In Rose, J (2009) Ofsted also noticed that over half of Year 1 teachers had used the Early Years Foundation Stage profile but few had found it mostly helpful. The EYFS profile confused many teachers by including assessments beyond the level of the early learning goals, but not linked openly to the level descriptors in the National Curriculum. However given the amount of time spent in completing the EYFS profile and its potential value as a personal record of each childs previous experiences and achievements it is important for schools to make better use of it. However The Cambridge Primary Review is an independent enquiry into the condition and future of primary education in England. It is based at the University of Cambridge, Alexander, R (2009). The Review proposes a debate on if the age at which children have to start school should be raised to six in line with many other countries. Logically the ages and stages of schooling should be brought in to line, so the statutory starting age would become six, the point at which children move from the foundation stage and enter the key stage 1. The main concern is not when children start school but what they do when they get there. With sufficient resources, there is no reason why good quality play-based learning up to age six cannot be provided in primary schools. However this is maybe a risky change because some fear that children with most to gain from early education will miss out through being kept at home until they are six. This would confirm that England has finally accepted the need to protect and preserve the distinctive nature of early childhood. Easing the way for the youngest four-year-olds to start school, however the Rose report which has recently been proposed, sends a different view. Rose, J (2009) says: I hope the review will help our primary schools to build on their success so that all our children benefit from a curriculum which is challenging, fires their enthusiasm, enriches and constantly enlarges their knowledge, skills and understanding and, above all, instils in them a lifelong love of learning. The curriculum that primary children are offered must enable them to enjoy this unique stage of childhood, inspire learning and develop the essential knowledge, skills and understanding which are the building blocks for secondary education and later life. Primary children must not only learn what to study, they must also learn how to study, so the children can become confident, self-disciplined individuals capable of engaging in a lifelong process of learning. High-quality teaching in the primary years, as elsewhere, is vital to childrens success. McKinsey 2007 reports said that the quality of an education system cannot exceed the quality of its teachers. This is echoed by the Cambridge Primary Review, which states that A curriculum is only as good as those who teach it. Rose, J. (2009) However (BBC news 2008 online) states: Do children start school at too young an age in England? English pupils are starting very early in the classroom, Compared to other western European countries, as compulsory education begins in England at the age of five with children starting at four years old. However in countries such as Sweden, Denmark, school does not begin until the age of seven. This general question has been raised by the Cambridge-based Primary Review which is investigating how the primary education is organised. And its conclusion challenges the idea that an early start has long-term advantages for children. The assumption that an early starting age is beneficial for childrens later attainment is not well supported in the research and therefore remains open to question, says the report. However the Primary Review, taking an overview of the evidence, suggests that there is no clear link between quantity and quality in education. In England, Scotland, Wales, Northern Ireland, and the Netherlands, children start school at the age of five years old. However in Austria, Belgium, and Denmark the children start at the age of 6-7, and in, Poland, Spain, and Sweden children start at the age of 6-7. The Effective Provision of Pre-school Education (EPPE) project investigated the effects of preschool education and care on childrens development for children aged 3-7 years old. This study has established the positive effects of high quality pre-school provision on childrens intellectual and social behavioural development up to the end of Key Stage 1 in primary school. Pre-school has a positive impact on childrens progress over and above important family influences. The quality of the pre-school setting experience as well as the quantity are both important. The Effective Provision of Pre-school Education (EPPE) project explores the impact of preschool provision on young childrens cognitive progress and their social/behavioural development. The research seeks to establish whether different types of pre-school settings differ in their impact and effectiveness. It also seeks to identify any differences between individual pre-school centres in their impact upon childrens cognitive progress and social, behavioural development. EPPE (2004) However Brown, J. Said that the Effective Provision of Preschool Education (EPPE) is the first major study within the UK to focus on specifically the effectiveness of early years education, monitoring the development of children from a wide range of backgrounds and cultures as they progress from the start of preschool up to key stage 2. Brown, J. (2009, p.26) I n the national curriculum education influences and reflects the values of society. Therefore it is important, to recognise a broad set of common values and purposes that underpin the school curriculum. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the permanent values that contribute to these ends. These include valuing ourselves, families and other relationships, and the wider groups, to which we belong, the diversity in our society and the environment. At the same time, education must enable us to respond positively to the opportunities of the rapidly changing world and work. We also need to be prepared to engage and connect as individuals, parents, workers and citizens with economic, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid development of communication technologies. National curriculum (online) The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided schools. Getting children to sit down on a seat in key stage 1 is not a problem. But what we need to ensure is that these children are interested and excited about their learning, the children need to feel involved in what is taking place and have a level of expectation about what will happen next. A creative curriculum is not simply about making links between subjects, it is about finding ways to inspire the children by drawing in skills from art, music, technology, dance and drama. Creativity is about inspiring children through the establishment of memorable learning experiences. Creativity can be a platform for establishment of personalized learning, enabling children to think out of the box for themselves. (Teaching expertise online) This shows that the creative curriculum has been introduced so children are not sitting on chairs and doing what they are being told by the teacher, it has been introduced so children can enjoy learning through different experiences, and be more creative about their learning. However in nursery everything is more play-based, and key stage 1 is more focused on lessons like phonics, numeracy and literacy, this is why the creative curriculum has been launched so children are more motivated and interested in learning, and remembered what they had learned, due to this the children would want to learn for themselves they would be able to expand on the thinking and learn how to be in control. Within the EYFS it is also stated that the key person also play a vital role in a childs learning and development. Children can form an attachment in the setting with the key person, the benefits of this could be the child settling in different surrounding really quickly, and that the key person could assess and plan for the child individual needs. Sited in Elfer, P et al. (2003 p. 18) it was stated that the key persons role is vital for children and their parents. The key person makes sure that each individual child within the nursery feels welcome, safe and secure. They also make the child feel that they are taught about by someone in particular while they are away from home. However the key persons approach makes sure that parents are able to build a personal relationship with someone in particular rather than all the staff within the setting. The benefits of a key person are they give parents a peace of mind, it also gives the parents a chance to liaise and interact with somebody whom is fully committed and familiar with their child, and is able to provide the parents with up to date information about their childs learning and development. The Key Elements of Effective Practice (KEEP) emphasise that effective learning is dependent on secure relationships, an appropriate learning environment and high-quality teaching. Brown, J. (2009, p.26) The four main purposes of the National Curriculum are: To establish an entitlement To establish standards To promote continuity and coherence To promote public understanding Those awarded Early Years Professional Status must demonstrate through their practice that a secure knowledge and understanding of the following underpins their own practice and informs their leadership of others. The EYP Standards set out the national expectations for anyone wishing to gain EYPS and work as an Early Years Professional. They are outcome statements that set out what Early Years Professionals need to know, understand and be able to do. They cover working safely with babies and children from birth to the end of the new EYFS. Achievement of the Standards will enable members of the workforce to move across the range of early years provision, which will encourage and support learning and development.(EYP 2006 online) Reference Page Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. Nottingham: DCSF Publications Moyles, J. (2007) Early Years Foundations. Maidenhead: Open University Press Sylva, K., Melhuish, E., Sammons, P., Blatchford, I, S. and Taggart, B. (2004) The Effective Provision of Pre-school Education (EPPE) project: Final report: DFES Bertram, T., Pascal, C. (2002) Early years education: An International Perspective. Birmingham: QCA Brown, J. (2009) Spring. Department for children, Schools and families. P26-28 Elfer, P., Goldschimied, E., Selleck, D. (2003) Key persons in the nursery. London: David Fulton Publishers BBC News (2008) is five too soon to start school? News Channel: Education Available: http://news.bbc.co.uk/1/hi/education/7234578.stm Haywood, J (2006) Early Years Professional Standards. Available: http://www.testsite.lancsngfl.ac.uk/curriculum/early_years/getfile.php?src=100/Draft_EYP_Standards_Aug_2006.pdfs=!B121cf29d70ec8a3d54a33343010cc2 Department for Children, Schools and Families (2008a) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCSF Publications Department for Children, Schools and Families (2008b) Practice Guidance For the Early Years Foundation Stage. Nottingham: DCSF Publications
The play, Death of a Salesman, is a tragic drama about an aging salesman who tries to do all he can to support his family and make them lead successful lives. The struggling salesman, Willy Loman has two sons, Biff and Happy, whom he tries to drive towards success. Willy believes that being well liked and making a good and lasting impression are the keys to success and tries to teach this philosophy to his two sons. Biff, being the favorite son of Willy, has worked as a manual laborer and Willy believes that Biff can do so much more with his life. While Biff is happy, he does not meet WillyÃ¢â¬â¢s criteria for success. Biff is unable to fulfill WillyÃ¢â¬â¢s dream because WillyÃ¢â¬â¢s idea of success is not a life Biff wants to pursue. Biff Loman, a highly successful high school football player, was supposedly meant for great things after high school. However, Biff failed to graduate from high school due to failing a mathematics class, and also did not complete the class during summer school, because of the discussion he had with his father. The discussion was one that was eye-opening, as Biff learned that his father was unfaithful to his mother, Ã¢â¬Å"YouÃ¢â¬âyou gave her MamaÃ¢â¬â¢s stockingsÃ¢â¬ ¦donÃ¢â¬â¢t touch me, youÃ¢â¬âliar...You fake! You phony little fake! You fake!Ã¢â¬Å" (95). This is the moment in the play where Biff lost all respect for his father. Due to not graduating, he lost his athletic scholarship to the University of Virginia. Since then, Biff has been working blue-collar jobs in the west while not making over thirty-five dollars a week. He is happy there but realizes that there is not much future in that line of work and ends up returning home without a job. Willy cannot understand how everything could have gone so wrong for Biff. Willy has always been und... ...himÃ¢â¬ (111). This play has a story that I feel like many people can relate to. In my case, my dad would prefer if I followed his footsteps into medicine, but he says to do what I enjoy. While I certainly wouldnÃ¢â¬â¢t rule that field out, it is nice to know that if I want to do something different, I have my familyÃ¢â¬â¢s support. In conclusion, Biff will not follow in WillyÃ¢â¬â¢s footsteps due to the fact that he has no motivation or desire to go into the business world. Willy dies thinking that his life was a success because of the money he is leaving for his son whereas it is not, at least in the way he thinks. Biff breaks free from WillyÃ¢â¬â¢s false dream and tells Happy: Ã¢â¬Å"He had the wrong dreams. All, all, wrong... He never knew who he wasÃ¢â¬ (111). Happy does end up taking the money to start a business and while that was not WillyÃ¢â¬â¢s main aim; it is something rather than nothing. Family Issues in the Play Death of a Salesman Essay -- success, life, p The play, Death of a Salesman, is a tragic drama about an aging salesman who tries to do all he can to support his family and make them lead successful lives. The struggling salesman, Willy Loman has two sons, Biff and Happy, whom he tries to drive towards success. Willy believes that being well liked and making a good and lasting impression are the keys to success and tries to teach this philosophy to his two sons. Biff, being the favorite son of Willy, has worked as a manual laborer and Willy believes that Biff can do so much more with his life. While Biff is happy, he does not meet WillyÃ¢â¬â¢s criteria for success. Biff is unable to fulfill WillyÃ¢â¬â¢s dream because WillyÃ¢â¬â¢s idea of success is not a life Biff wants to pursue. Biff Loman, a highly successful high school football player, was supposedly meant for great things after high school. However, Biff failed to graduate from high school due to failing a mathematics class, and also did not complete the class during summer school, because of the discussion he had with his father. The discussion was one that was eye-opening, as Biff learned that his father was unfaithful to his mother, Ã¢â¬Å"YouÃ¢â¬âyou gave her MamaÃ¢â¬â¢s stockingsÃ¢â¬ ¦donÃ¢â¬â¢t touch me, youÃ¢â¬âliar...You fake! You phony little fake! You fake!Ã¢â¬Å" (95). This is the moment in the play where Biff lost all respect for his father. Due to not graduating, he lost his athletic scholarship to the University of Virginia. Since then, Biff has been working blue-collar jobs in the west while not making over thirty-five dollars a week. He is happy there but realizes that there is not much future in that line of work and ends up returning home without a job. Willy cannot understand how everything could have gone so wrong for Biff. Willy has always been und... ...himÃ¢â¬ (111). This play has a story that I feel like many people can relate to. In my case, my dad would prefer if I followed his footsteps into medicine, but he says to do what I enjoy. While I certainly wouldnÃ¢â¬â¢t rule that field out, it is nice to know that if I want to do something different, I have my familyÃ¢â¬â¢s support. In conclusion, Biff will not follow in WillyÃ¢â¬â¢s footsteps due to the fact that he has no motivation or desire to go into the business world. Willy dies thinking that his life was a success because of the money he is leaving for his son whereas it is not, at least in the way he thinks. Biff breaks free from WillyÃ¢â¬â¢s false dream and tells Happy: Ã¢â¬Å"He had the wrong dreams. All, all, wrong... He never knew who he wasÃ¢â¬ (111). Happy does end up taking the money to start a business and while that was not WillyÃ¢â¬â¢s main aim; it is something rather than nothing.
Friday, July 19, 2019
RICHARD III Compare the behavior and reactions of Richard, Anne and Elizabeth in Act One Scene Two and Act Four Scene Four. In the start of both scenes, both Elizabeth and Anne are enraged and verbally attack Richard. Both women did not intend to marry Richard. hard was a very clever man, until he became king. He became over confident and did not even realise when he was losing a battle with the not-so-soft Elizabeth. He was successful with the weak, tenderhearted Anne in Act one Scene Two. He was very ruthless. He was very determined to get what he wanted, whatever he had to do for it. In Act Scene Two, Richard is very clever and intelligent with his moves in convincing Anne to marry him. In fact his knowledge and organisation led him to having three stages of development in manipulating Anne. Anne was an easy target though. He thought that Elizabeth was just as easy to convince, so he did not put any extra effort in. But little did he know that that extra effort would have saved his life. He totally put aside his manipulation skills and took it calm and easy in Act Four Scene Four, so he had to get quite desperate at the end of the scene. He was satisfied to know that he won both oral battles against the ladies, at least he thought so. But Elizabeth was not as weak as poor Anne was. She had a couple of tricks up her sleeve. She was aware of RichardÃ¢â¬â¢s evil plans. She had a feeling Richard had slaughtered her dear sons, as well as innocent lady Anne. She knew for sure that he had murdered AnneÃ¢â¬â¢s husband and father in-law. And she had a feeling that he had done more harm than what meets the eye. She acted as though she gave in and made the path clear for Richard to marry her daughter (Elizabeth, of the same name). Richard had weakened since he had become king and was no longer ruthless as he had no reason to be ruthless. He had got what he wanted and was pleased with himself. He thought he was invincible, and he was too confident, which cost him his life. If he had been more careful, he would have been aware of the danger that lied before him. But, he did use some similar techniques in both the scenes. Comparing the Behavior of Characters in Richard III :: William Shakespeare RICHARD III Compare the behavior and reactions of Richard, Anne and Elizabeth in Act One Scene Two and Act Four Scene Four. In the start of both scenes, both Elizabeth and Anne are enraged and verbally attack Richard. Both women did not intend to marry Richard. hard was a very clever man, until he became king. He became over confident and did not even realise when he was losing a battle with the not-so-soft Elizabeth. He was successful with the weak, tenderhearted Anne in Act one Scene Two. He was very ruthless. He was very determined to get what he wanted, whatever he had to do for it. In Act Scene Two, Richard is very clever and intelligent with his moves in convincing Anne to marry him. In fact his knowledge and organisation led him to having three stages of development in manipulating Anne. Anne was an easy target though. He thought that Elizabeth was just as easy to convince, so he did not put any extra effort in. But little did he know that that extra effort would have saved his life. He totally put aside his manipulation skills and took it calm and easy in Act Four Scene Four, so he had to get quite desperate at the end of the scene. He was satisfied to know that he won both oral battles against the ladies, at least he thought so. But Elizabeth was not as weak as poor Anne was. She had a couple of tricks up her sleeve. She was aware of RichardÃ¢â¬â¢s evil plans. She had a feeling Richard had slaughtered her dear sons, as well as innocent lady Anne. She knew for sure that he had murdered AnneÃ¢â¬â¢s husband and father in-law. And she had a feeling that he had done more harm than what meets the eye. She acted as though she gave in and made the path clear for Richard to marry her daughter (Elizabeth, of the same name). Richard had weakened since he had become king and was no longer ruthless as he had no reason to be ruthless. He had got what he wanted and was pleased with himself. He thought he was invincible, and he was too confident, which cost him his life. If he had been more careful, he would have been aware of the danger that lied before him. But, he did use some similar techniques in both the scenes.
Thursday, July 18, 2019
There are hundreds, if not thousand of schools in this world. In Malaysia, we have seven types of schools. They are Malay schools, Tamil schools, Chinese schools, international schools, private schools, and religious schools. There is only one type of Malay schools and they are the Malay government schools. Malay schools are the most common types of schools in Malaysia. You can find at least one Malay school in a town. Malay schools are divided into two. They are the Malay primary schools and the Malay secondary schools. Malaysians start their primary school education at the age of seven. They will then be in standard 1 and they will stay until they are in standard 6, which is until they are 12 years old. The following year they will go to form 1 in the secondary school and they will continue studying there until they finish form 5 so that they can go to either college or start work immediately or they can continue to form 6 so that they can go to university immediately thereafter. Every student has to sit for the UPSR examination when they are in standard 6, the PMR examination when they are in form 3, the SPM examination when they are in form 5, and the STPM examination when they are in form 6. All the lessons in the primary and secondary schools are, with the exception of the English lesson, are conducted in Malay. There is only one type of Tamil school in Malaysia and they are the government ones. Tamil schools are very much like the Malay schools with the exception that all lessons except English and Malay are in Tamil. Their syllabus is a lot like the syllabus of the Malay schools. The only difference is that they have to enter a Malay school when they go to form one. They normally spend a year in a special class after they finish the UPSR examination so that they can cope with the high standard of Malay in the Malay school they will be going to. Then they will they will continue studying at the school like any other student. Chinese schools are very much like Tamil schools. All their lessons except English and Malay are in Chinese. Their syllabus is a lot like the syllabus of the Malay schools. However, they can choose to continue their education in a Chinese secondary school after they finish their UPSR examination or they can choose to go to a special class after the examination and then continue their education in a Malay secondary school. There are two types of international schools, the private ones that follow the British syllabus, and the government ones that follow the Malaysian syllabus. The private international schools can be mainly found in Kuala Lumpur whereas the government ones can be found in almost every state capital. An example of a private international school is the Alice Smith International School in Kuala Lumpur and an example of government international schools is the Sri Utama International School. Private schools are run totally by the school board without any help from the government at all. If they have any problems, they have to overcome it themselves. They get no funding from the government so they have to get money by whatever means they can. That is why the school fees are very expensive. Their syllabus is basically like the normal syllabus of the government schools. Las,t but definitely not least, is the Islamic religious schools. Islamic students go there to learn about their religion and to learn how to speak and write Jawi. They normally study there for six years, but those who are really interested can go to a secondary school that teaches mainly Islam. There they will also learn all the other subjects that normal students do. We should be happy that we are lucky enough to have the opportunity to go to a school to have an education. There are hundreds if not thousands of children out there who do not have the opportunity to go to school. So my friends do not waste this opportunity. Use it while you can.
In todays water supply cooler report to the highest degree the unfermented Shoeless Joe, a lot of raise movements were asked. One of the psyches that was asked was how has baseb whole smorgasbordd since Shoeless Joes day? Do you care the changes? As the discussion started, Jay verbalize there argon more drugs in baseball instanter days than in Shoeless Joes time. Every ane concord with Jay. Dhiren say that the players salary is a lot more, similar in the millions. Pravena express that the baseball games were in the shadow. How invariably, I disagree of that statement because in the book it pull inly states that there were lights for the night games.Another question that was raised about in out discussion which asked should shaft see told his father that he was his male child? Would you want to cognize your spate? Would you ever tell someone their fortune? It was clear that everyone agreed with Jays statement which was If you spate with the past, you change you r present and future, if you mint with you future, you change your present. For the next question about if atomic number 75 should have told his father that he was his son, Dhiren said that he unspoilt shouldnt mess with the past. Everyone else agreed.Dhiren and I said no to the question would you want to know your fortune , bit Pravena and Jay say that they do want to know what their fortune is because they want to know if they pass on live or die and have a good job or not. For the final question we all said that we would only tell someone of their fortune if it was the matter of life and death, otherwise we would just keep it to ourselves. Another question which was restfully touched was the discussion about was the one which asked about whose dreams have been fulfilled in the novel?And what is your own dream? When this question arose , I jumped to my feet and I started to say things like flying, running really fast, super strength, shake up vision, etc. As I said my list of dreams, everyone else said their own. Overall, the group agreed with each other that almost all the character in the novel got their dreams fulfilled. In general, out group participated and put in their own inputs when needed. Yet, I believe that Dhiren and Jay interacted the most, as a final point, the water cooler helped out group understand the myth and meanings better.
Wednesday, July 17, 2019
One must consider umteen factors before deciding whether or not to practice in a telephoner. The fol blueing is an analysis and simile of the health of two well known companies, Exxon and Wal-Mart. whatsoever of the factors that were analyzed include incumbent ration, fund perturbation, accounts due turnover, and years gross revenue in store. Most of the de depotine used for the calculations were obtained from Yahoo Finance. Current ratio evaluates a companys ability to pay its short-term obligations (Wild, 2008). Exxons current ratio of 1. indicates that it should not fork up any issues paying its short-term obligations.In contrast, Wal-Marts current ratio of 0. 88, indicates that the companys current liabilities exceed current assets and thus investors should be obscure of its ability to pay short-term obligations. Inventory turnover is an other(a) indicator of a companys ability to pay short-term debt. Specifically, it is the number of propagation a companys average stock is sold during a period (Wild, 2008). Wal-Marts stock-take turnover of 9. indicates that it may be holding more than inventory than it needs, and thus it may be utilize its assets in efficiently. Exxons inventory turnover of 28. 31 is more preferable, as long as inventory adequately meets demand (Wild, 2008).These numbers show that Wal-Mart may be having difficulties paying its short-term debt and thus charge should be warranted. Accounts receivable turnover measure the select and liquidity of accounts receivable. Thus it indicates how often receivable be received and collected during the period (Wild, 2008). Exxons accounts receivable turnover is 15. while Walmarts is 107. 3. Exxons low turnover suggests prudence should consider stricter realization name and more aggressive collection efforts to avoid its resources organism tied up in accounts receivables. On the other hand, Wal-Marts high turnover implies the opposite management should consider using more liberal credit terms. sequence accounts receivable turnover measures the liquidity of accounts receivables, days sales in inventory is useful in evaluating liquidity of inventory (Wild, 2008). Exxons days sales in inventory is 13. 2 and Wal-Marts is 38. Exxons lower days sales in inventory value indicates that the company uses its resources more efficiently. Conclusion wholly things considered, Exxon appears to be a more solid company in which a first time stock-buyer should invest. While both are major companies, which appear to ingest solid numbers, Exxon seems to be the more stable and original company. Specifically Exxon seems to manage its assets better and seems more credibly to be able to pay its short term debt. Nonetheless, one should invest in stock that he or she feels better represents his or her goals.