Children Are Not Little Adults Essay Example | Topics and Well Written Essays - 1250 words

Children Are Not Little Adults - Essay Example Children have frameworks in which adults must approach issues for their health and well being. Because children are not small adults, they must be approached with recognition of the differences in development on all levels of human experience. Physiology The physiology of a child is very different than that of a full grown adult. These differences can be observed through three distinct areas of concern. The first area is through developmental changes, the second area through dependency, and the third area is through patterns of illness and injury (National Research Council Board on children youth and families & Institute of Medicine (U.S.), 1996). Children and adults are very different in the way in which their bodies interact with the effects of life on their health. Children have a higher rate of susceptibility to toxins and viruses because their bodies are still forming and have not accommodated for environmental exposures (Ginsberg, G., Slikker, W, & Bruckner, J. (Feb. 2004). Chi ldren’s bones are more pliable than adults, thus much more force is required to break them, injuries in a child different than those in an adult as the space in physiology that allows for growth in all systems creates additional problems (Mooney & Ireson, 2009). Cognitive Development Infants and toddlers have limited capacities for realizing that objects and people exist outside of their immediate interaction with them. However, they still form attachments and are better when there is a consistency in the care that they receive. Children in the age range of three to five develop higher levels of attachment and have a cognitive awareness of the existence of people and things beyond their immediate interaction. Between the ages of six and ten, there is an observable expansion of relationships for children, with the beginning of an understanding of the world in relationship to their own place within it (Zemmelman, 2010). Children between the ages of ten and twelve will have a fi rm belief that the world is precisely the way they have envisioned it. However, in the teen years the world changes dramatically as children begin to form concepts of abstraction, seeing that the world may have differences within it that are not in line with their earlier point of view (Oestreicher & Rubin, 2009). Brain-training games can be useful in helping children to learn and gain knowledge so that they can use the level at which they able to learn to its fullest capacity. One example of a brain-training game can be seen in song-experience games. Children learn to â€Å"wait, participate, listen, think, move, time their response, learn to become interested in others, organize, strategize, predict, self-monitor and learn compassion and empathy† through folk songs that are chosen for their capacity to evoke identifiable parts and then relationships between the parts (Harris & MENC, 2009, p. 40). Children are given an opportunity to learn problem solving and to learn comple x information through discovering the associations between visual and auditory experiences. Brain-training games are intended to create methods for children to make increasingly more sophisticated connections through games that indirectly stimulate those connections. The example of the song-experience g

USSR History Essay Example for Free

USSR History Essay The peasant women collectivization took place in the era between 1928 and 1932 (Lynne, 1992). This collectiveness can be seen as a modern day social movement geared towards fighting for human rights. The peasant women proved their political maturity through making efforts to fight for their rights in a country where opposition was unheard of. To modern historians the peasant women can be seen as agents as social change who used mental prowess to bring about social change. This collectiveness however was faced with many obstacles, for instance Soviet Union used propaganda to stop peasant women from getting together and uniting in their fight against state policy (Lynne, 1996). Soviet Union knew that such a unity would be detrimental to its fascist regime (Lynne, 1992). The success of peasant women collectivism would also be detrimental to the objectives and goals of Soviet Union. The Soviet Union can be argued to have been obsessed with its fascist kind of leadership and any slight threat had to be dealt with. For instance, peasant women were considered to be backward and incapable of spearheading any social action from its oppressive government (Lynne, 1996). With this in mind, the only possible explanation for the women collectiveness was incitement from anti soviet groups. Consequently it can be argued that the Soviet Union had a very low opinion of the peasant women. This is shown in their mode of leadership whereby they use brainwashing tactics to make the peasant women do what they wanted them to do. For instance the Soviet Union made the women take their side through propaganda and those who opposed them were treated with much violence (Lynne, 1996). On the other hand, it can be argued that the first step by the women in realizing their plight and using unity (collectiveness) to fight for their rights was a big milestone in the development of democracy not only in Soviet Union but in the world.

Russias Culture and Demographics

Russias Culture and Demographics Russia Tyler A. McClellan Brother Brittan Russia has not always been what it is today. It began as many small settlements that came together to form an empire, many languages and minority languages are spoken, many religions practiced, and it is number nine in terms of world population. The religious customs of the Russian culture are not the same as American religious customs but very similar. Their meet and greet is very much the same but diverse all at the same time. A meet and greet is where you either meet someone that you have never met before or you meet an old friend. Early Russia was not exactly ‘Russia,’ but a collection of cities that gradually coalesced into an empire (ucsf.edu, 2015). Along with the many small settlements of migrating people were small kingdoms looking for more new uncharted and unclaimed land to expand their empires and territories. A settlement that was slightly larger than the rest probably by a different name was established; this larger settlement, now called Moscow, later became the capital of Russia. These small settlements and empires that came together to form one giant democracy that is called led to a more modern and civilized form of living; this was the start in which came to form the modern country that we now know as Russia today. When the country was first established they were a country with a dictatorship form of government that ruled over its people with brute force. But now the people are allowed to voice their opinion and get a say in everything making modern Russia a well established democra cy. Even though Russian is the official spoken language of Russia there are also many minority languages that are spoken as well as a total of three major languages. â€Å"About 100 others are used across the country† (rt.com, 2015). Russian is obviously the most widely known and spoken language in Russia; as it is the official language of Russia. It is estimated that 81% of the people that live in Russia speak Russian. The second major language spoken in Russia is Ukrainian and it is the secondary language as far as the total percentage of people that speak it at a total of 3%. And last but not least is the language Tartar. It is the third and smallest major language. But it is the most widely spoken minority language in Russia as far as minority languages at a total percent of 3.8% or more. Minority languages include but are not limited to: Chuvash, Bashkir, Belarusian, Moldavian, and other various languages 8.1%. Russias ethnic makeup is very vast and unique. The last census stated that there was more than 100 ethnicities within Russia. The Slavs (Russians, Ukrainians, and Belarusians), who account for about 85 percent of Russias population (countrystudies.us, 2015). Some of the ethnic percentages are almost the same when they are compared to the linguistic percentages and statistics. Native Russians make up the largest part of the countrys population at 81.5%, while Ukrainian is at 3%, and Tartar 3%. In addition to the ethnicities listed, the minority ethnicities include: Chuvash1.2%, Bashkir 0.9%, Belarusian 0.8%, Moldavian 0.7%, and other various ethnicities 8.1%. There are many religions that are practiced in Russia the main ones are Russian orthodox at 70%, Ukrainian at a total of 3%, and other various religions ranging anywhere from 16%-25% of the total population of Russia. The Russian religion and the religious customs are very different from the western way of doing things, as is the ir view on the rest of the world and other things such as their country and way of doing business with associates. The first time two Russian men meet for the very first time they start off with a vise grip like hand shake that is very, very firm and look each other in the eye. When two very close Russian male friends meet they pat each other on the back and they may possibly hug one another as well. When two Russian woman meet for the very first time they too shake hands bus it is not as aggressive and intense as when two Russian men meet for the first time; But when two Russian women meet and they are very close friends they kiss each other very lightly on the cheeks starting with the left then the right cheek and then the left again. Russians take a great amount of pride in their country and think it is great and everyone else in the world should view it and feel the same way that they feel about their country as well. One last thing that is interesting about the Russian culture is that all names are patronymic this means that the name is passed down from generation to generation. Russia comes in position number nine as far as world population at an approximate total number of 142,470,272 people that live in Russia. The top three largest cities located in the country in terms of population are as follows in descending order: Moscow is not just the capital city of Russia it is also the largest city with a total of 10,381,222 people, Saint Petersburg 5,028,000 there are inhabitants, and finally the third and smallest city out of the top three is Novosibirsk with a total of 1,419,007 people that live here. The ruble or rouble is the currency of the Russian Federation (themoneyconverter.com, 2015). One American United States dollar currency roughly equals just over Sixty one and one half Russian Rubles. To be exact 1 USD equals 61.54 Russian Rubbles. Russia is a very large country with an extensive history and a massive population. It began as many small settlements of people looking to expand their territories that came together to form present day Russia. These people influenced each other in various ways and that is why there are so many different languages spoken, religions practiced, and ethnic groups within Russia. All of these factors come together and intermingle to make the large country we now call Russia. Bibliography: ucsf.edu (2015) A Brief History of Russia Retrieved on February 25 from: http://missinglink.ucsf.edu/lm/russia_guide/historyofrussia.htm kwintessential.co.uk (2014) Russia Language, Culture, Customs and Etiquette Retrieved on February 25 from: http://www.kwintessential.co.uk/resources/global-etiquette/russia-country-profile.html rt.com (2015) Basic facts about Russia: Language Retrieved on February 25 from: http://russiapedia.rt.com/basic-facts-about-russia/language/ geonames.org (2015) Russia Largest Cities Retrieved on February 25 from: http://www.geonames.org/RU/largest-cities-in-russia.html aneki.com (2014) Top 100 Most Populous Countries Retrieved on February 25 from: http://www.aneki.com/top_100_populous.html countrystudies.us (2015) Ethnic Composition Retrieved on February 25 from: http://countrystudies.us/russia/32.htm themoneyconverter.com (2015) Convert Russian Rouble to United States Dollar | RUB to USD Retrieved on February 25 from: http://themoneyconverter.com/RUB/USD.aspx

Bushs Address To Congress - Environment, Charity, and Education :: American America History

Bush's Address To Congress - Environment, Charity, and Education After this year's chaotic election, the country is divided and furious. It is up to our new president to heal the wounds. To do so, it is obvious he must alter his original plans a bit to make the entire nation, both liberals and conservatives, content. Naturally, the first chance he had to express his plans to congress and the rest of the country was immensely important, as it could have been a uniting or dividing step. Luckily, it appeared as though Bush was trying his best to compromise on many issues. I believe his address was a step in a consolidating direction. Three issues of utmost importance to the American people are the status of the environment, charity and the poor, and the education of their children. What was Bush's stance on these three issues, and how will his attitude towards them affect America? Bush said that he aimed to clean up toxic wastes and fully fund the Land and Water Conservation Fund. He also proposed that 4.9 billion dollars will go to cleaning and maintaining our national parks. Clearly, he wishes to do a great deal of good for the environment, although helping the environment to such a high extent is not a traditional Republican view. (The Democrats did not have anything to say about Bush's environmental program in their response; they focused on his tax cut plan.) However, if he desires to unite America, helping the environment is a great way to do so. I cannot think of anyone who would turn down the idea of having cleaner water and fresher air. I think the condition of the environment could very well improve during the four years Bush is in office. The Land and Water Conservation Fund will know best what to do with the massive amount of money they will be granted. I am concerned about the protection of animals though- Bush has expressed a desire to clean the environment, but only those areas that pertain to Americans and their living conditions. It would be wonderful to be rid of toxic brown fields, but what about the depletion of the ozone layer? What about rapidly diminishing species of animals? Will Bush attempt to help these areas of the environment, or is he simply planning on excluding them? I hope he is, and that he neglected to mention them in his address to congress simply because he didn't have enough time, or else the environment will suffer more than it will gain from his presidency.

The E-Word for a Beautiful Me

Taking care of our health is not an option. It is our responsibility and we can reach our fullest potential and have a beautiful healthy body with exercise. The newspapers,magazines,billboards and advertisements are saturated with information on how excersice keeps fit and helps prevent diseases. There is a wide variety of excersice that we can do. Young adults can do brisk walking,jogging,cycling,swimming and playing games for thirty minutes a day, three times a week. One exercise programme that is highly recommende is aerobic exercise. Aerobic exercise ,if done consistently,help to boost metabolism. It promotes cardiovascular fitness by making the heart and lungs work harder. The heart pumps more blood and this help prevent the building ip of fat and clotting of blood in the arteries. The lungs receive more oxygen during the activity and this makes them stronger. Another benefit is the control of weight and increase in the flexibility of muscle and joints. Exercising or doing workouts at the gym two to three times a week is enough to increase our fitness level. The frequency depends on one's fitness level and time. It should be done as a form of relaxation,not a burden. One can supplement these workouts with brisk walking or jogging in the park during the week. This will help to maintain and keep the habit of exercising alive. It can become a way of life. Every session or outing can take about 30 to 45 minutes. When working ,keep the pace brisk and relaxed not tense. One should feel comfortable and not be panting or out of breath. The key to a good workout is to do it with a companion. To take the. onotony or tedium out of exercise,exchange opinions and comments to encourage or discourage with your companion. It is also encouraging to have someone to compete with,albeit on a friendly basis. All these exercises will not beneficial if one's diet is not in tune with the body. Eat moderately and healthily. Do not oeverindulge as overeating is,at the risk of sounding mundane,bad for health. Disciss this with a dietician if you are not sure. So,the E-word for a beautiful me is exercise but have a good balance with whatever form exercise you take and follow a proper diet.

A Rose for Emily Analysis

Gabi Kuhn 4B 11/13/12 1) What is the point of view of the story? The point of view of the story is a third person. The amount of information the reader knows would be somewhat that of a typical townsperson, since we do not find out right away what is really going on inside of the house, or have a deep view into Miss Emily’s feelings. From this point of view, we see things as how they would appear to a townsperson or viewer. 2) What does the title of the story suggest about the townspeople’s feelings toward Miss Emily?Why do they feel this way about her? (Or: What does she represent to them? ) Is there anything ironic about their feelings? The title of the story suggests that the townspeople have some sort of caring feeling towards her, since a rose is usually a symbol of care or love. They feel some sort of respect to her and her family, since they are the last remnant of the traditional south and the only ones who embrace it the most. The townspeople actually have a pi ty for her, because after her father died, the association of her being higher class lowered.Then, it was lowered the most when she started to spend time with Homer Barron because he was from the North and a day laborer, and thought Miss Emily should have been with someone of higher status, as she was brought up. 3) Describe and discuss the symbolism of Miss Emily’s house. The dust all over the interior of Miss Emily’s house symbolizes the traditional south which Miss Emily continues to embrace mentally through her actions and visually through the looks of her house. The traditional south ways are being abandoned, but Emily refuses to go along.The traditional south ways are old, and Emily wants to stay attached to them, so they linger throughout her home in the visual form of old dust. The portrait of her father symbolizes also that Emily does not want to adjust to the new times. He lived his life in the traditional times, and she did not want to believe that he was de ad. The portrait symbolizes his everlasting presence in Emily’s life, even after his death. 4) What is the role of the â€Å"smell† incident in the story. What other problems has Miss Emily caused the local authorities?The role of the smell incident gives suspicion as to what it is in Miss Emily’s house that is causing it. It gives suspicion that it is something like a dead body, because only such things like a dead body can have such a permeating odor able to reach outside. Miss Emily also has not paid the taxes and thinks she is still entitled to the tax waiver that Colonel Sartoris gave to her, even though he is dead. 5) How do the townspeople know what they know about Miss Emily’s life? What is the source of their information? The townspeople know what they do about her house from when the Aldermen visited the inside of her house.They were the ones who saw how dusty and creepy it was inside of the Grierson house. They also get the minister’s wi fe to get in contact with her relatives, who then come and visit. They also know most of the information they know by simply keeping track of her and seeing her do the things she does, such as buy the poison, and buy the wedding gifts. They all find out by gossiping and sharing the things they see, especially the older women. 6) Consider the mixed quality of the townspeople’s reactions to Miss Emily’s â€Å"failures†. 7) What is the significance of Miss Emily’s actions after the death of her father?Miss Emily tried to keep the body of her father with her in her house. This signifies that she did not want to accept the fact that he was dead. She was lonely, and did not want him to go too, like her lover that had recently left her. He was part of the last of the Grierson family and had shaped her whole life, so she did not want to let him go. 8) What role does Homer Barron play in the story? Is there anything ironic about a match between him and Miss Emily? Homer Barron plays the newcomer to town who Miss Emily succeeds with in her ruesome plans for him. The irony in their relationship is that they are from different regions, which did not have a good relationship back then, because of the Civil War. Homer was from the North, and represented the new innovation of the coming future. Miss Emily has remained in the South all her life and wishes to stay practicing her values and not adjust to changes in life. It is also ironic that after all of the upbringing from her father sending away men who were not â€Å"high enough in class† for her, that she would choose Homer as her partner.Her father would have never approved of him. 9) Look closely at the second paragraph in section five. What does this paragraph suggest about the nature of the people’s memories of the past? 10) What is the horrible revelation about Miss Emily that the story ends with? How is this related to the overall meaning of the story? The horrible revelatio n about Miss Emily is that she actually used the rat poison to kill Homer, and even more grotesque, she kept his body frozen in time so that he could stay with her forever.We also find a gray hair from Miss Emily, which means that she laid down next to the body in the bed for her own satisfaction. This is related to the overall meaning of the story because it shows how Miss Emily was determined to live life and have things the way she wanted them, and she didn’t care that the times were changing or that her actions were socially unacceptable. She lived the rest of her life devoted to the traditional ways of the south, and did not want to accept any changes.

The Best Way to Approach the ACT Reading Passage

The Best Way to Approach the ACT Reading Passage SAT / ACT Prep Online Guides and Tips Last year the average Reading score on the ACT was 21.3. With a strategic approach to reading the passages quickly and efficiently, you should be able to break away from this average and boost your scores! Let's review what you'll see on the ACT Reading section and then talk about the most efficient way to read the passages and answer the questions with time to spare. Types of Passages on ACT Reading There are four sections within Reading with passages from the humanities, natural sciences, social studies, and literary fiction. Usually these sections each have one long passage, but occasionally you might also encounter two shorter passages. All of the passages areprose, so you don't have to worry about interpreting poetry or anything too experimental orsubjective. Passages in these fields might draw from these subtopics: Humanities: architecture, art, dance, ethics, film, language, literary criticism, music, philosophy, radio, television, and theater. Social studies: anthropology, archaeology, biography, business, economics, education, geography, history, political science, psychology, and sociology. Natural sciences: anatomy, astronomy, biology, botany, chemistry, ecology, geology, medicine, meteorology, microbiology, natural history, physiology, physics, technology, and zoology. Literary fiction: short stories, novels, memoirs, and personal essays. The passage-based questions that follow each reading are meant to test certain skills of analysis and reading comprehension. Skills Tested On the ACT Reading According to the ACT, you're expected to use referring and reasoning skills to determine main ideas locate and interpret significant details (sometimes the question will refer you to a specific line, but other times you'll have to track down the detail yourself) understand sequences of events make comparisons (you'll especially see these questions if you have two short passages instead of one longer passage) comprehend cause-effect relationships determine the meaning of words, phrases, and statements in context (these are usually straightforward, but you should understand how they function in context) draw generalizations analyze the author's or narrator's voice and method In order to test these skills, the ACT Reading will ask you 6main types of questions.(I know we're going through background, but stay with me - this is important to understand why my reading strategy works. We'll talk about the actual reading strategy very soon). Types of ACT Reading Questions The Reading section asks you 40 questions in 35 minutes. These questions might test your understanding of what was directly stated in the passage or what various lines implied. For examples of each question type from official ACT questions, check out this detailed breakdown of the ACT Reading section.To give a quick review, these are the 6main types of Reading questions you'll encounter: Main idea - the main point or theme of the passage. Detail - usually refers directly to a line in the text and asks what it means or how it functions. Vocabulary - vocabularywords are usually straightforward, but they might be used in an unusual way in context. Development - how are ideas arranged within the passage? Implied ideas - these are inference questions. While this might seem subjective, there will only be one unambiguously correct answer. Voice - what is the author or narrator's tone, style, attitude, or perspective? You can see how these types of questions link directly to the skills tested. By asking what the author's tone is, for example, a question tests your ability to analyze an author's voice or method. In addition to studying literary terms, you should practice locating evidence within text that directly supports your answer. All of this might sound like a tall order in only 35 minutes! The biggest challenge lots of students have on the Reading section is simply getting through all the passages and questions in time. So how can you read the passages for understanding without wasting time that you could be using to answer questions? Let's dive in. How to Read the Passages Prepping for the ACT is incredibly helpful for many reasons. One is that it allows you to try out a few different strategies and figure out which one works best for you. I'll present a few options forreading the passages that work wellfor most students. Then you can determine which option you prefer. Let's take a look at how to read the passages, step by step. Step 1 All students should quickly read the introductory line or blurb at the beginning of the passage. This introduction will tell you where the passage is from and who the author is. Right away you can gain a sense of the passage's context, which is helpful for understanding its main purpose. In an excerpt taken from a textbook called Introduction to Psychology, for example, you can infer that the writing will most likely be informational, academic, objective, and explanatory. Be cautious about making assumptions before you even start reading - instead, use the blurb to inform you, while remaining open-minded about the passage's content and meaning. After this first step, you might jump right into reading the passage. Other students choose to lookover the questions first before reading. Let's consider both of these options as part of Step 2. Step 2 Students differ in what they feel is their best reading strategy. I'll present the options in terms of what I think works best for the largest number of people. In my eyes, Option C, while preferred by some, can be a time waster that's not as effective as the first two methods. Option A: Read the Questions First, then Skim the Passage Second With this option, you start byreading over the questions before reading the passage. This way you'll have a sense of what content you're looking for, and you can read with a discerning eye. If questions refer to any specific lines within the passage, then make a mark on the passage next to that line so you'll know to pay attention to it when you read. As for the main point or general purpose questions, circle those and leave them for last, after you've had time to read the passage, process it, and pick it apart with some other, more detail-oriented questions first. In this example(click to see detailed PDF), I circled questions 31, 33, and 39, because they ask about main ideas and main purposes. Question 33 is just asking about the purpose of a paragraph, so I made a mark by Paragraph 4 and noted "main purpose." I underlined and marked specific line references, as well as the important points of each question. This helps indicate that you shouldbe on the lookout while skimming for information about "female eels' pupils" and "larvae found by Schmidt." Once you've marked the passage and questions, you can go ahead and read through the passage quickly. Don't do a close reading intent on understanding every line. Instead, skim the passage, paying particular attention to the last line of the first paragraph (usually the thesis), the introductory sentences of paragraphs, and the conclusion.It's also helpful to watch out for transition words that mark a continuation of or shift in ideas, like "furthermore" or "however." In my opinion, this is the best strategy for reading the passages, since it eliminates the potential to waste time on unimportant parts of the passage. While you might enjoycurling up with a good book at home and getting lost in the story, the ACT Reading does not leave time for close, intensive reading. This approach helps you pick outthe important details and streamline your time management. Let's take a look at the second option for Step 2, which a lot of students swear by, as well. Option B: SkimthePassage First, then Read the Questions Second Some students find it distracting to glance over the questions before reading. They prefer to skim the passage first and then look at the questions, once they have a sense of its content, structure, and purpose. In this approach, the same rules of skimming as described above still apply, and you can still mark up the passage once you start working to help yourself locate important details and ensure that you have evidence to back up your answers. To figure out which approach you prefer, I recommend trying both with timed practice tests. After scoring your tests and reflecting on how well it worked for you, you can decide if you're more focused and relaxed reading the questions first or the passage first. The third option for Step 2 is my least favorite, because I don't think it's a particularly efficient way to approach the passages. Option C: Read the Passage Closely In this third option, you might do a close reading of the passage, rather than skimming it for important points. Then you'd go on to read and answer the questions. I feel this option not only wastes time, but also does not reflect the purpose of the Reading section, which, whether you like it or not, involves speed and efficiency. You only have about 52 seconds per question, less if you include the time you spent reading, so most students are better off skimming and then going back to look for concrete evidence once they start filling in answers. Now let's take a look at Step 3, which is a bit more straightforward. Step 3 Simply put, this is where you start answering the questions. Even if you chose Option B in Step 2, it's helpful to answer the detail and line specific questions first and leave the general purpose questions for the end. It's also helpful to come up withyour own answer to a question before looking at the four answer choices. They might confuse you by all sounding plausible. If you have a sense of what the correct answer is right off the bat, then you can look for it in the answer choices. If you're not sure about the answer after reading the answer choices, you should try to use process of elimination to locate the right answer. While the ACT might word questions like they're open to interpretation, they are not. There is only ever one 100% correct answer choice. If you find yourself overthinking or over-rationalizing an answer choice, it's probably not the correct one. Some wording that can make you start overthinking are questions like, The author would most likely agree with... In line 15, 'intense'most nearly means... This sample ACT question, for example, tries to sound open to interpretation, but it's really only got one correct answer. Which of the following most nearly paraphrases Helen Hunt Jackson's statement to Emily Dickinson that "it is wrong to the day you live in, that you will not sing aloud" (lines 35-36)? A. It is morally reprehensible of you not to let other poets read your work.B. It is unacceptable for you to continue writing; you should become a singer.C. It is stingy and wrong of you not to read out loud to those who like your work.D. It is unfair to this age that you do not share your poetry with the world. The answer here is D, based on other information from the passage to which it refers, as well as the line itself: "it is wrong to the day you live in." The "day you live in" is reflected in "this age" in answer D. While F and H seem plausible, they don't incorporate this reference to the age, time, or era of the day. In this case, the process of elimination could help you narrow down your answer choices until you hone in on the correct one, or, if need be, make your best guess. After reading and answering the questions, what's your final step in completing the Reading section of the ACT? Step 4 Rather than going back and forth between your test booklet and bubble sheet, it can save time to answer the questions in your test booklet and then transfer them to the bubble sheet. I would recommend doing this in chunks after you complete the set of questions abouteach passage. Make sure to keep an eye on time, though - you wouldn't want to run out of time having answers in your test booklet that you haven't marked on the answer sheet yet. If you're struggling with timing, you might consider starting with the passages you feel most confident about, whether it's natural sciences, social studies, humanities, or literary fiction, and answering those questions first. That way you can get through more questions faster. However, don't let a time saver become a time waster! This strategy is only worth it if you can go straight to your preferred passage and get working, but not if you're spending time looking over the passages simply to arrange them in order from easiest to hardest. With these four steps of approaching the Reading passages, you should be able to get more and more efficient at reading, locating evidence, and zero-ing in on correct answers. Read on for a few moretips for conquering the Reading section of the ACT. Tips and Strategies for ACT Reading Just as you're strategic about how to read the passages, you also want to tackle the questions with a set of strategies. These tips are ones that students have found to be the most helpful as they work their way through the ACT Reading section. First, and perhaps least obvious, your mindset, or how you think and feel about the Reading section, can actually have a big impact on your performance. Cultivatea Positive Mindset You know how if you're bored in a class, it's a struggle to pay attention to the lecture or plod your way through the work? Stress and anxiety can also put up obstacles to learning, actually using up your mental energy so it's not available to comprehend the task at hand. On the opposite side, if you're really intrigued by a lesson or activity, you feel engaged and like it flies by. You also actually absorb the information or practice much more efficiently, because you're personally involved in it. As an added bonus, you're also having fun. It might seem like wecan't control what welike and what wedon't like, but this is actually not entirely true. We have a good deal of control over shaping our thoughts, feelings, and mindset, which is a skill we can develop through practice, like any other. So how does this idea about our own psychology relate to the Reading section of the ACT? If you can approach the passages with a mindset of open and genuine interest in what information they have to teach you, then you'll be able to both read more efficiently, process faster, and retain more information. Whether it's an excerpt from a psychology book, a science article, or a Charlotte Bronte book, it can teach you some lesson from social studies, natural sciences, humanities, or literary fiction. So approach the passages with a proverbial smile on your face, and you'll probably find that the more you prep, the more interested in (and skilled at understanding) the passages you'll become. Apart from taking control of your attitude and mindset, let's discuss a few more technical strategies for answering the Reading questions. The following section expands on the importance of using process of elimination to hone in on the right answer choice. Use Process of Elimination In an ideal situation, you might read the question, know exactly what the answer is, and have it jump out at you from the answer choices. However, this usually isn't the case, especially in inference questions where the answer choices might be harder to predict. Setting out to eliminate wrong answers can help you locate the correct one. As mentioned earlier, there will only ever be one 100%, unambiguously correct answer choice. The others are designed to sound plausible, but they will all have some error of logic or factual inaccuracy. Some common errors in answer choices include being far too specific, much too broad, presenting a relationship in reversed order, or just presenting a totally unrelated concept. Often, extreme concepts or words like "always" or "never" in an answer choice also don't signal that it's the correct answer. Let's look again at the Emily Dickinson sample question I posted above. Which of the following most nearly paraphrases Helen Hunt Jackson's statement to Emily Dickinson that "it is wrong to the day you live in, that you will not sing aloud" (lines 35-36)? A. It is morally reprehensible of you not to let other poets read your work.B. It is unacceptable for you to continue writing; you should become a singer.C. It is stingy and wrong of you not to read out loud to those who like your work.D. It is unfair to this age that you do not share your poetry with the world. As you saw, the correct answer is D. But why are A, B, and C wrong? Answer choice A might fall into the too specific category, as Helen Hunt Jackson does not refer specifically to "other poets." It also represents an extreme in a way with its term, "morally reprehensible." This expresses an extreme sentiment that is not present in the original quote. Answer B, if you read the rest of the passage and have some sense of who Emily Dickinson was - an introverted, even reclusive poet - presents an unrelated concept. Just as you will be determining words in context, here you should discern that "sing aloud" is a poetic turn of phrase, not to be interprted literally. Finally, Answer C, like Answer A, is too extreme. It might seem like the most likely answer choice after D, as the original quote does use the word "wrong." However, Jackson says nothing about Dickinson's stinginess, and the rest of the passage shows that Answer C is too specific. Jackson is not referring only to "those who like your work," but to the entire "day," or time period, in which they live. Process of elimination becomes especially important when you've wavering between answer choices and have to root out the right one - a common scenario on the ACT Reading. Next time you try some sample questions or a practice test, don't just look forthe right answer. Ask yourself why the other answer choices are wrong. This approach will eventually become second nature, and you'll have a deeper understanding of how ACT Reading questions are commonly structured. Plus you'll have a solid defense against trickyanswer choices designed to distractyou. A second strategy that you should use specifically when answering questions is locating specific evidence within the text to support your answers. Locate Specific Evidence Just as you want to eliminate wrong answer choices, you also want to back up your answers with specific evidence from the passage. This is likely in line with your English teachers' mantra of, "Use supporting evidence!" Don't just rely on intuition. Pretend that someone will put you on trial about your answer choice, and you'll have to defend it and prove it to the jury with the most foolproof evidence you've got. With detail and line-specific questions, this is usually a pretty easy task. The questions themselves will usually point you back to a specific word or line. Even with inference questions, though, you can use this same approach. They are never actually that subjective. If they were, then the ACT scorers would have a lot of controversy on their hands. There can only be one correct answer, and this is taken directly from the passage itself. Along withlocating evidence as you study, you should also locate and analyze key literary terms. "Constant vigilance!" Develop your Mad Eye Moody-worthy critical eye. Study and Practice Key Literary Terms In addition to practicing your reading comprehension, you also want to make sure you understand and are able to determine key literary terms like theme, style, tone, imagery, symbolism, simile, metaphor, irony, foreshadowing, and hyperbole, to name a few. Obviously, you can't answer a question about an author's tone if you're not really sure what that is. However, studying definitions will only take you so far. A passage is not going to directly state that an author's tone is playful, condemning, or encouraging. Through practice questions, make sure you can interpret tone, foreshadowing, or the way a phrase like "sing aloud" is symbolic for sharing your poetry with the world. Finally, all of these tips are only helpful if you have the time and motivation to study and prep. Be a Self-Studier Practice, practice, and practice some more. Through studying, you can figure out your reading strengths and weaknesses, what you need to learn, and what's your best approach for reading the passages. You can improve at managing your time and figuring out how to pace yourself between the four passages. Especially if English is your strong subject or you're intending to study the humanities or social sciences in college, you want to demonstrate your skills with a strong score in this section. Even if you're not a humanities person, you want to demonstrate to colleges that you have college-level reading skills and will be able to succeed academically once you get to campus. With focused and customized test prep, you can ensure that you have the skills you'll need and are familiar with exactly what you're going to encounter on the Reading section. To Sum Up... Understanding the types of passages and questions on the ACT Reading will help you develop a critical eye and a strategic approach. Overall, I'd say that skimming is preferable to a close, line by line reading, which really isn't necessary for answering questions correctly. You should take practice tests and figure out what strategy works best for you. Then continue prepping while timing yourself to get better and better at pacing and finishing all the questions within the short, 35 minute period.Using process of elimination, supporting your answers with specific evidence, and being comfortable with literary terms are also key skills for performing well on the ACT Reading. The key word here is practice. Practice reading, practice answering questions, practice skimming and marking up questions and passages fast and efficiently. With all this practice, you'll continue to improve until test day arrives and you can show off your ACT Reading skills and achieve your target score. What's Next? Get started studying with an ACT Question of the Day. If you start early enough, these questions will add up and help you customize your study plan to target your weaknesses and make the most of your strengths. Are you looking for official practice tests? We've gathered printable official ACT practice tests that you can download and print here. What is your target score? Read about what makes a good score on the ACT, how you can achieve it, and how to set your target scores for each section. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Amir and Baba Essays

Amir and Baba Essays Amir and Baba Essay Amir and Baba Essay Amir and Babas relationship changes throughout the novel. The novel starts out with Amir doing whatever he could to win his fathers attention, which includes betraying his best friend, Hassan. He betrayed Hassan for his fathers full attention. He then earns it when Hassan and Ali move out and Baba and Amir move to America. Here are the examples. 1. Amir and Babas relationship is fake. Amir is pretending to be someone he is not by pretending to enjoy the soccer games Baba always takes him to see. 2. Amir and Babas relationship becomes real when Baba is diagnosed with cancer. Amir cares for him and stays with him until he dies. They become very close. 3. Amir and Baba are very alike. They both betrayed their best friends. Baba betrayed Ali by sleeping with his wife, and Amir betrayed Hassan by not standing up for him while getting assaulted. Then they both try to redeem themselves with doing other good deeds. Baba, running an orphanage, and Amir going back to Kabul to save Sohrab, Hassans son. I hope these work for you 🙂 ONE DECISION CHANGED EVERYTHING Too late we learn, a man must hold his friend unjudged, accepted, trusted to the end (John Boyle OReilly). Khaled Hosseini’s story of The Kite Runner showed a vast amount of love, trust, and betrayal towards two completely different people. Amir, the son of a wealthy and well-known man in the northern area of Kabul, develops a friendship with one of his servants named Hassan. As years progressed, Amir had a chance to save Hassan but the way he acted affected their lives which led them to follow two separate paths in life. Looking into his past, an aged and wise Amir struggled with the choices that he made as a young child that ultimately altered the friendship with Hassan. As young boys becoming adolescents, Amir and Hassan enjoyed doing everything together. However, Amir never considered Hassan and him friends. Amir felt this way because he knew that neither history nor religion changed who they were. In the end, Amir was a Pashtun and Hassan was a Hazara. But, they were kids; they fed from the same breast and they learned to crawl together. Nothing was going to change that either. Amir spent most of the first twelve years of his life with Hassan. They used to play hide-and-seek, cops and robbers, cowboys and Indians, and they loved insect torture (Hosseini 25). They took strolls together through the parks and saw many movies together. One of the most memorable times that Amir and Hassan shared together was underneath their pomegranate tree on top of a hill. They climbed the tree and Amir read many stories to Hassan. Hassan was uneducated and Amir made fun of him because he could not read. One summer day, Amir and Hassan took knives to the top of the hill and carved their names in the tree. It read, â€Å"Amir and Hassan, the sultans of Kabul†. No matter what would happen to these two in the future, this saying was permanent and the story of the lives of these two individuals never left this tree. Those words made it formal: the tree was theirs (Hosseini 27). Hassan was the one who helped Amir choose the path of his future career. Amir had taken advantage of the friendship between Hassan and him. He made fun of him whenever he had the chance, but Hassan never took it to heart and still perceived Amir as his best friend. One day while he read to Hassan, Amir made up the ending of the story and Hassan loved it. He said, â€Å"That was the best story you’ve read me in a long time† (Hosseini 30). That same night, he wrote his first story. In The Kite Runner, Hassan was both physically and mentally stronger than Amir. According to Baba, Amir’s father, there was something wrong with Amir since his birth. Amir never stood up for himself and he was different for the fact that he liked poetry, something that Baba believed was not normal for a young boy. One day while Hassan and Amir were walking towards their tree, they came upon Assef and his friends. Assef was the son of one of Baba’s friends, an airline pilot. He was known for his brass knuckles and wanted to start an argument with Hassan and Amir. Right before he was going to hurt them, Hassan grabbed his slingshot and aimed it right at Assef’s left eye. He let the boys go but said he was going to get revenge. This part of the story foreshadowed an event that occurred later in the story in which Amir and Hassan’s lives were changed forever. Throughout the entire story, Amir felt that Baba was not giving him the attention he needed. Anytime Amir wanted to be alone with his father, Baba asked Hassan to join him. Many examples were written in the book, but the general idea was that Amir was never left to be with his father alone. This presented another foreshadowing scene that was resolved at the end of the book. This was a large twist to the story that many people never saw coming. Kite flying was a major event that took place every year. The object of the game was to be the last kite flying in the air. After all the other kites were cut down, a person chased the kite to redeem their pride and glory. During the tournament, Amir cut down the last kite and Hassan ran to get the kite for Amir. Amir went looking for Hassan after he did not arrived home. This is when the devastating incident occurred that changed the friendship of Amir and Hassan. â€Å"I opened my mouth, almost said something. Almost. The rest of my life might have turned out differently if I had. But I did not. I just watched paralyzed† (Hosseini 73). Trying to find Hassan, Amir walked through the streets of his home town as he looked and asked others if they saw a Hazara running for/with a blue kite. All of a sudden, Amir heard voices and he found Hassan. Amir saw the blue kite behind the back of Hassan; he protected the kite from the one person that he hated the most. It was Assef. Hassan did not give up the kite and was given two options: He either gave the blue kite to Assef or expected something bad to happen to him. Hassan refused to give up the kite and was molested. Amir caught a glimpse of Hassan’s face and ran away. He betrayed the person that once stood up for him; the one person who was willing to do anything to be loyal to Amir. He was a coward. At that instant in time when Amir decided to run, life was no longer what it used to be. â€Å"I lifted Hassan’s mattress and planted my new watch and a handful of Afghani bills under it. I waited another thirty minutes. Then I knocked on Baba’s door and told what I hoped would be the last in a long line of shameful lies† (Hosseini 104). Amir could not stand living with Hassan any more. He tried to make it seem as if Hassan stole money from Amir. After Baba was notified about this incident, he made everyone sit in a room. Hassan took the blame for the stealing because he wanted to save Amir. Amir was surprised when Baba had forgiven Hassan for the stealing, but Asi told Baba that they could not stand living there anymore and they decided to leave. As Hassan and his father loaded their belongings into Baba’s vehicle, Amir realized that this was the last time he saw Hassan in person. Forever. Due to the war going on, Amir and Baba were forced to move to America. Here, Amir started a whole new life and began a family. Amir and his wife tried to have a child, but they were unlucky. Baba later died in the story and Amir had to live life on his own. He kept thinking back to the old times in Kabul where he grew up. However, no matter how hard Amir tried to forget about the rape of Hassan, the dreams kept coming. The phone call. Amir received a phone call from a past friend that wanted him to return to his home country. Amir did not want to leave his life in America, but he went anyway. After he arrived, Amir received the shocking news; from this moment on everything in his past now made sense! Rahim Khan, the friend of Amir who told him to come back to Pakistan, said that Hassan was not just their servant; Amir and Hassan were brothers. Asi, the man who raised Hassan, was sterile and Baba was his true father. The secret had been kept between Baba and Rahim Khan throughout the lives of Amir and Hassan. Amir was very upset and yelled, â€Å"I’m thirty eight years old and I’ve just found out my whole life is one big fucking lie! † (Hosseini 222). The main reason that Rahim Khan brought Amir back to Pakistan was not for the sake of telling him that Hassan was his brother. Amir found out that while he was living a life in America, Hassan started his own as well. They had a child named Sohrab; however, this child was now sought to be found because Hassan and his wife were killed during the war. In the end, Amir decided to stand up for himself and knew that he had to find this child. He was not going to be the same coward that was back as a child; those days were over. Amir had found Sohrab and took him back to America. As time progressed, Amir saw many similarities in Sohrab that he had once seen in Hassan. Through the long journey of finding and rescuing Sohrab, Amir finally began to see who he really was. There is a way to be good again (Hosseini 226). Rahim Khan was one of the few men that knew everything that occurred in Amir’s life. He knew about the raping. He knew that Amir had been a coward and ran away. He knew Amir was suffering and he wanted to relieve him of his guilt; the only way to do this was to have Amir come back to Pakistan and care for Hassan’s only child. After saving Sohrab, Amir no longer felt like a coward. Amir realized that the past could not be changed or altered to how he wanted his life to end up. He now understood his goal in life and that was to take care of Sohrab. He needed to repay Hassan back for all the good that he has done for him, even though he knew that nobody could live up to the loyalty and trust that Hassan gave him. Amir loved Hassan and wanted to repay him in as many ways as possible; he would have done anything for him if he was still alive today†¦a thousand times over.

Newspaper Op-Ed Article Example | Topics and Well Written Essays - 500 words

Newspaper Op-Ed - Article Example Legislations aim at safeguard the functionality of a given institution. The bill being proposed to allow the patients to choose whether to use experimental drugs, shall mean medical practitioners are have limited control in matters public health. Any action requires an individual to take responsibility. The medical code of ethics means that each doctor or nay other health officer is enshrined by a given set of roles thus must adhere to these rules. This implies that any effect of a given drug to a patient. My allowing the use of experimental drugs will mean that each patient would be liable if the drug negatively affects them. This will mean that the doctors and other medical officers will be reduced to inactive members in public health. This will culminate into malpractices by these officers with knowledge that the existing regulation protects them from any punishment. This will hence undermine the essence of ethical code of conduct. The patients will be subjected to commercialized health system that cares less on practitioners’ ethics. The bill fails to specify under which circumstances the experimental drugs will be used. The loophole in the bill will create room for the medical practitioners to use these drugs for their own benefits. This will entail using humans as ‘guinea pigs’ in an attempt to create a product that commercially benefit the doctors administering treatment. The use of human in test the raises the question on the ethical components of the experimental drugs. Companies will collaborate with health providers in a scheme to test their drugs on humans. The patients will subject to a series of drugs without their knowledge. The essence of any public health institution is to ensure the patient’s welfare is protected. The physicians in any facility should ensure any activity improves the wellbeing of their patients. In any terminal illness case there is the question of when should the ending

Civil disobedience is justified when citizens experience injustice Essay

Civil disobedience is justified when citizens experience injustice from the government - Essay Example It includes disobeying particular laws that are considered as unjust and other laws in drawing attention to the perceived injustice in the society. Examples of civil disobedience include the Civil rights Movements of 1960s and the recent Arab uprisings in North African countries and Asian countries. Some unlawful acts that citizens may engage in include non-payment of taxes, trespassing to government buildings, and damage of property and obstruction of traffic in the major highways. Citizens accept the adverse consequences of their actions as a means of furthering the objectives and causes. Civil disobedience was a major tactic of advancing the rights of Women in the USA, and the abolition of Apartheid in South Africa in early 1990s. This paper will discuss the reasons why civil disobedience is justified when citizens experience injustice from the government. Civil disobedience has been successful in ending injustice in the society. Many government policies are flawed and civil disob edience is only effective method of ending injustice in the society. Civil disobedience is mainly geared at advancing social issues that affect the majority of the citizens in the society. According to Martin Luther King, Jr letter from Birmingham jail, injustice anywhere is a threat to justice everywhere. If injustice affects a single group of individuals directly, it will also affect other members of the society indirectly. According to his letter, the government should address the causes of the demonstrations in Birmingham and not the effects of the demonstrations (Ingram 90). Martin Luther’s letter clearly indicates that the minority has used all the available channels like negotiation but civil disobedience is the last resort to end the injustice. Negro leaders had sough negotiations but political leaders consistently refused to negotiate in good faith in ending the social injustice. According to Martin Luther, it is essential to create tension if the society has refused to negotiate so that leaders can confront the real injustice issues. According to Luther, justice delayed is the same as justice denied but violence should not be used to achieve justice. According to Luther, racial segregation in the society has denied Negros fundamental constitutional rights thus are justified to demonstrate so that authorities can resolve the injustice (Ingram 90). According to John Locke (1632-1704), the government derives its authority from the people and its major duty should be to protect the basic rights of the citizens. Locke asserts that people have the rights to alter the government if it has failed to protect their fundamental rights. Locke rejects absolute monarchy since it will harm the rights of the citizens to choose their government. According to Locke, the citizens are justified to engage in civil disobedience if their rights and liberties have been violated by government policies. According to Locke, the legislative government should not alter la ws in order to limit the rights and liberties of the citizens. According to the Social Contract theory by John Rawls, free people need to agree on the rules governing their relationships in order to live in harmony. According to Theory of Justice by Rawls, every individual should have equal rights and freedoms in the society and economic inequalities should not disadvantage the minorities in the society. John Rawls assert that all citizens should be treated as ends and no means to an end thus justice can only be attained through fair distribution of resources and according to free choices of the citizens. All individuals are entitled to equal natural rights and the rights protected by justice

History and Development of W Retreat & Spa Case Study

History and Development of W Retreat & Spa - Case Study Example He was responsible for looking after the music affairs of the resort. In 2011, the resort appointed Marcus Reinders as the Managing Director of the resort, Mauro Gomez as the Chef Executive, Jennà © Lombardo as the Fashion Director of the resort and Joseph Boroski as the Director of Cocktail Culture. The resort was voted as the best by Lonely Planet Magazine in 2012. Nikolaj Retpen replaced Mauro Gomez as the Chef Executive and DJ Truck was appointed as the resident DJ of the resort (Etihad Holidays, 2012).   W Retreat & Spa – the Maldives, cast away in the blue waters of the Indian Ocean, lies dexterously in the immaculate beauty of Fesdu Island. With a perfect weather, as well as a never-ending sunshine, the spa is an ideal water sports playground and retreat (Flyer Talk, 2009). Below the surface of the hotel lie clear waters where residents can observe sea turtles as well as the starfish poses, whereby they can take pictures. From Malà ©, the capital city of the Maldives, people must fly in a seaplane in order to reach the small Fesdu Island. The luxurious resort is a small but jawdroppingly picturesque 25-minute seaplane journey from the town of Malà ©. Unlike many island spas, the travelers are lucky there are no such things as bridges because, apart from the guests and staff of the spa, this part of Indian Ocean is uninhabited. However, people should make no mistake as taking a trip to this tropical heaven is far from roughing it. The hotel’s bi-level beachfront rooms roost on soft sand. The rooms also have a constant supply of warm water taken straight from the Indian Ocean. It also includes smart amenities such as sundecks, private plunge pools along with outdoor rainforest showers. All these were made possible by the fact that the hotel is surrounded by an ocean (Asia Web Direct, 2013).

Discuss the learning environment on reggio emilia, steiner and Essay

Discuss the learning environment on reggio emilia, steiner and montessori early years settings - Essay Example It is only unique to Reggio Emilia as there are no international colleges to train someone to become a Reggio Emilia teacher whatsoever. The organization of the learning environment for Reggio Emilia is very critical to the early childhood program. It is often known as the childs third teacher. The major aims that are involved in the design of the new spaces or learning environment and the remodeling of the ones which are old usually includes a combination of each classroom with the rest of the school, and the surrounding community that is adjacent to the school. The importance of this learning environment lies with the feeling that all children can come up with the best meaning and make sense of the world through learning environments which support involving, varicolored, sustained, and the changing relationships among people, the experience in the world, ideas and the numerous ways of showing ideas. The preschools are specifically filled with elements such as indoor plants and vines with the natural light evident. The classrooms are open to a center piazza while the kitchens are open to the general view. Additionally, the access to the surrounding communities is all but assured through windows that are almost wall-size. The entries are the ones that mainly capture the attention of the children and the grownups through the mirrors that are on the walls and ceilings. Other important features of this learning environment include the abundant space that is available for the supplies. They are often rearranged in order to draw the attention that is related to their beautiful features. There are studio spaces in each classroom which are in the form of an ample anterior that is centrally located. In the school, there are significant efforts of creating opportunities for children interaction. Waldorf schools are based on the educational philosophy of Rudolf Steiner, who is a philosopher based in Austria. Rudolfs feelings on

Should Women be allowed in combat Research Paper

Should Women be allowed in combat - Research Paper Example with, the skeletal system of the women is less dense and is more prone to fracture (Journal of the American College of Nutrition Journal of the American College of Nutrition, 2011). According to Center for Military Readiness, most of the female soldiers are shorter and smaller than men. Their upper body strength is less than 45-50% compared to males, and their aerobic capacity is lesser of 25-30%. (Center for Military Readiness, 2004) Physiological Concern. It is nature to women about their menstruation that happens monthly. At this state, they are believe to be incapacitated during that period as they are prone to accidents due to their limited action. This was observed during World War II. However, there are some sectors who refute the claim with certain evidences and studies that women do perform equally even during their menstrual period. (Poulos, 1996) Psychological Concern. Relationship could develop between a man and a woman soldiers. This projection could put the unit at risk in an actual combat. Thus, women are banned in the front-line combat situations. The fear to be in the front-line of combat might drive women to get impregnated so as to avoid being in it, which is far very critical for the combat attack plan. (Center for Military Readiness, 2004) Female soldiers could also be objects of capturing, torture, and sexual assailment that will make the combat unit vulnerable. Males on the other hand have no record of sexual assailment but high percentage on physical abuse. Females have the highest percentage of sexual assailment in units. (Louise Slaughter, 2011) Conclusion. With physical, physiological, and psychological concerns that are based on facts reveals that women should not be allowed in a combat. Their presence in the combat will put at risk the combat units and make them

Advertising and Experience Design Strategies Assignment

Advertising and Experience Design Strategies - Assignment Example Pepsi and Coca-Cola are both brand names for the most popular beverage drinks global soft drink enterprises operating within the beverage industry. The two companies have one thing in common; quenching the thirst of their target consumers and selling non-alcoholic beverages. Despite the two companies read on the same page as pertains to the use of young fellows in order to meet the promotional needs, Pepsi has steadily remained on a pathway that contrasts whatever Coke has been following. Overall, has been much into the use of emotional approach to fulfill in order to promote its products whereas Pepsi has stuck to music and entertainment. These two companies have used different marketing approaches. The basic marketing matrix has been integrated to include advertising, personal selling, sales promotion, public relations and direct marketing. The two products have been targeting the young generation in their adverts and slogans. The packaging of each product is set in a manner likely to attract the target market. Coca cola has maintained the red and white colours with the iconic font type on the name. Pepsi has white and red stripes with the name written in blue in the background. Coca Cola Company has gone a step further of identifying with other food products mainly chips (Bhasin, 2013). As much as the differences are distinct, many consumers lean towards the coca cola drink. Coca-Cola and Pepsi both used their official websites in the promotion of the recent products Coca-Cola Life and Pepsi true respectively. Interestingly, the promotional messages learnt in either case reflected the environmental market trends that the companies had learnt. One approach that surrounded the promotion of the two aforementioned products was the use of email-oriented newsletters to aid in customer registration. Mittal & Kamakura, (2013) posits that IMC

Discuss the learning environment on reggio emilia, steiner and Essay

Discuss the learning environment on reggio emilia, steiner and montessori early years settings - Essay Example It is only unique to Reggio Emilia as there are no international colleges to train someone to become a Reggio Emilia teacher whatsoever. The organization of the learning environment for Reggio Emilia is very critical to the early childhood program. It is often known as the childs third teacher. The major aims that are involved in the design of the new spaces or learning environment and the remodeling of the ones which are old usually includes a combination of each classroom with the rest of the school, and the surrounding community that is adjacent to the school. The importance of this learning environment lies with the feeling that all children can come up with the best meaning and make sense of the world through learning environments which support involving, varicolored, sustained, and the changing relationships among people, the experience in the world, ideas and the numerous ways of showing ideas. The preschools are specifically filled with elements such as indoor plants and vines with the natural light evident. The classrooms are open to a center piazza while the kitchens are open to the general view. Additionally, the access to the surrounding communities is all but assured through windows that are almost wall-size. The entries are the ones that mainly capture the attention of the children and the grownups through the mirrors that are on the walls and ceilings. Other important features of this learning environment include the abundant space that is available for the supplies. They are often rearranged in order to draw the attention that is related to their beautiful features. There are studio spaces in each classroom which are in the form of an ample anterior that is centrally located. In the school, there are significant efforts of creating opportunities for children interaction. Waldorf schools are based on the educational philosophy of Rudolf Steiner, who is a philosopher based in Austria. Rudolfs feelings on

Advertising and Experience Design Strategies Assignment

Advertising and Experience Design Strategies - Assignment Example Pepsi and Coca-Cola are both brand names for the most popular beverage drinks global soft drink enterprises operating within the beverage industry. The two companies have one thing in common; quenching the thirst of their target consumers and selling non-alcoholic beverages. Despite the two companies read on the same page as pertains to the use of young fellows in order to meet the promotional needs, Pepsi has steadily remained on a pathway that contrasts whatever Coke has been following. Overall, has been much into the use of emotional approach to fulfill in order to promote its products whereas Pepsi has stuck to music and entertainment. These two companies have used different marketing approaches. The basic marketing matrix has been integrated to include advertising, personal selling, sales promotion, public relations and direct marketing. The two products have been targeting the young generation in their adverts and slogans. The packaging of each product is set in a manner likely to attract the target market. Coca cola has maintained the red and white colours with the iconic font type on the name. Pepsi has white and red stripes with the name written in blue in the background. Coca Cola Company has gone a step further of identifying with other food products mainly chips (Bhasin, 2013). As much as the differences are distinct, many consumers lean towards the coca cola drink. Coca-Cola and Pepsi both used their official websites in the promotion of the recent products Coca-Cola Life and Pepsi true respectively. Interestingly, the promotional messages learnt in either case reflected the environmental market trends that the companies had learnt. One approach that surrounded the promotion of the two aforementioned products was the use of email-oriented newsletters to aid in customer registration. Mittal & Kamakura, (2013) posits that IMC

The methods used by Dickens Essay Example for Free

The methods used by Dickens Essay The conditions of the workhouse were awful and they didn’t care about the children much they didn’t give them allot of food. This is implied by ‘It was his ninth birthday†¦ he was kept in the cold cellar†¦ after a sound thrashing†¦ for atrociously presuming to be hungry’. This shows that on Oliver’s ninth birthday he was locked in the cupboard and was starved to death. The word ‘atrociously’ shows us that Mrs Mann was a Cruel and Wicked women. Dickens is using the technique sarcasm because to show that people were treated badly and they wanted children to die. This makes the reader think that children at that time where treated really badly and makes the reader feel sorry for them for what they are going through. Oliver was looked after by Mrs. Mann who wasn’t a good person because she didn’t look after the children properly, she didn’t feed them well. This is implied by ‘it’s very likely it will be troublesome. Give it a little gruel if it is . This quote shows us that Mrs. Mann didn’t care much about the children, she was spiteful and she couldn’t be bothered to look after the children properly, also she didn’t care if the child dies and also she’s a hypocrite. The words ‘troublesome and gruel ’ means if the child starts crying and gruel is a cheap porridge , this shows that if the child is crying just give them some gruel to make it shut up and the child won’t bother them again . Dickens is using the technique sarcasm because to show that children weren’t that important at that time. This makes a modern reader think that people didn’t care much about the child and makes the reader feel sorry for them. The conditions of the workhouse were very bad and dirty. This is implied ‘At last the got so wild and voracious with hunger†¦ He was afraid he might sometime happen to eat the boy who slept next to him. ’ This portrays that the conditions in the workhouse were terrible and filthy. The word â€Å"voracious â€Å"shows us that Oliver was really hungry, he didn’t get feed well. He is using the technique sarcasm because to show people how hungry y he was and that he could eat people next to him. As a reader, I feel extremely sorry for the children in the past because they didn’t get feed well and the people there were really hungry that they could eat another person and also people didn’t care about the children much but they should have cared and the children didn’t have a good life. The conditions of the workhouse were really bad because they make people cry and feel scared and make them feel uncomfortable. This is implied by ‘made him answer in a very low hesitating voice whereupon a gentleman in a white waistcoat said he was a fool. What capital way of raising spirits, putting him quite at ease. ’ This quote shows us that Oliver was scared of the men as it said he trembled and went on to answer in a low and hesitating voice. It also shows us that the gentleman are not nice to children they think that they don’t know anything . The word ‘trembled ‘shows us how frightened he was the fact that he trembles shows just how would approved to the board and how he was feeling inside. He is using the technique sarcasm because to show us how he was feeling, and how the gentleman treats the children there. I feel this is unacceptable because they are making the kid cry and also making them feel frightened for no reason and they shouldn’t be allowed to do that and also the children didn’t have anything good to wear except rags .

Cultural Approach to Organisations Theory

Cultural Approach to Organisations Theory The Theory Of Cultural Approach To Organisations Abstract This report will revisit the culture theory proposed by Clifford Geertz how Michael Pacanowsky claims the concept is applicable to an organisation. It will use Whitireia Polytechnic as an example for an organistain culture. When you hear the word ‘culture you often associate it with a persons background, ethnic heritage and race. However, culture is a way of living in an organisation. It is also not limited to a country or city either, even corporate organisations have culture which contain stories, symbols rituals and within it contain sub cultures. You may not even know that this is a part of your everyday life without realising it. This report will help you understand what your organisations culture is like, how this applys to you, whether it can be changed. Introduction Purpose This report is based on the Organisational culture and what I have learned about this theory. The foundations of this theory were created by Clifford in which Michael applied Greetz work into his organisational culture theory. This will help explain (in accordance to the theorists work) what the definition of culture is, what the makings of a culture are and what standards techniques ethnographers use to describe a culture. Scope My first insight into this topic was a first look at communication theory book which gave me an idea of what the topic would be about. I then utilised the resources provided by Whitireia polytechnic which was library databases in which I found little success formation. After trying a variety of databases such as Proquest, Gale proquest etc I found that I could find more sources utilising internet websites. Limitations The only limitations I found was the little use the databases were to me. I also found it difficult to find information by Michael E Paconowsky who is the co creator of the organisational culture theory. I could only find one source which elaborated more on the organisation culture limiting me to using Geertz as a primary source. I did not know whether to attribute this to my searching methods or whether the availability of information was insufficient. Research Methods The databases were of little use to me my primary sources of information came from Articles Internet websites using Google. At first finding information was difficult as I used the library database as my primary source for Information. Although I did find some sources, my primary source of information came from a website which contained a large amount of articles. In regards to my topic this site contained more information then my other internet book sources. Structure Of Report Title page – Followed by an abstract Table of contents Introduction – Includes purpose, scope, research methods, structure of report limitations Literature review – A summary of 6 sources which I used to use for my report Findings – What I have discovered about the theory Conclusion – Includes Summary critique of theory Literature Review Doing Organizational Culture in the Saturn Corporation Retrieved August 10th, 2009 from http://findarticles.com/p/articles/mi_m4339/is_1_22/ai_75579345/ Summary This includes an in depth look into the organisational culture in the Saturn Corporation. The Authors who researched this topic discovered how they came to their conclusions by poststructural analysis of the video advertisements, examining metaphors along with interaction interpretation of the organisations culture.. It also gives a chronological description of the significant events concerning the study of organisational culture. It also briefly covers the importance of image metaphors. However its primary focus is on the symbolic meaning of storytelling and the effects it has Saturn on its organisation culture consumer culture Accuracy Validity All three Authors Terry L. Mills, Craig A. Boylstein, Sandra Lorean are experts in the field of Sociology. Terry L. Mills earned his PHD in Sociology in 1996 at the University of Southern Carolina. He has received many honours awards and specialises in many topics concerning the age of sociology organisational organisation. He has conducted a lot of research and has published many of his works in articles, books journals. Terry L. Mills is currently a Professor in the University of Florida and is also a dean for associate affairs. The combined knowledge of these authors is apparent when they outline the history of the study of organisational using it as a base for their evidence in this subject. The concepts in this article are not new, they are simply a tool to back up their research and explain the organisational culture of the Saturn Corporation. Turner, L..H., West, R ., (2007) Introducing Communication Theory (3rd Edition) New York: McGraw-Hill Higher Education Summary This book covers a number of theories including the Organisational Culture Theory covering its main points. It also delves more into the organisational side of culture by providing examples and elaborating on concepts created by Michael Pacanowsky including different types of assumptions, rituals, performances symbols etc. It also includes information on Clifford Geertz work and provides an explanation on Thick description, a technique important in Ethnography. Accuracy This information is accurate because it draws from sources which happen to be some of Geertz Pacanowsky most prominent work. It gives clear cut examples and all the examples provided are cited from reliable sources. Geertz, C. (1973) The Interpretation of Culture (2nd ed). New York: Basic Books Summary This source of information elaborates on the interpretation of culture theory from the perspective of an ethnographer. Greetz who is an ethnographer himself describes his work as being a thick description, which can be described as Intertwined layers of common meaning that underlie what people say or do. In this chapter Greetz describes his experience of a different culture of a foreign landscape. Often puzzled at the events that occur in this culture, his stance on his interpretive approach is not to just simply document what is happens in the culture. It is to reduce the puzzlement and to have a greater understanding of why it happens in the culture. Accuracy Clifford Geertz is a champion of symbolic anthropology. He has made several major publications with his most seminal being Deep Play: Notes on the Balinese Cockfight. His work on interpretive theory has had a major impact in the field of anthropology and his extensive amount ethnographical work in Indonesia Morocco highlands only solidify the validity of his work. He is also the co creator of the cultural approach of organizations theory. Geertz, C. (1973) Deep Play: Notes on the Balinese Cockfight† Retrieved August 1, 2009, from http://www.si.umich.edu/~rfrost/courses/MatCult/content/Geertz.pdf Summary In this source of information Clifford Geertz gives an insight into the balinise cockfighting culture. This does more than what happens in these cockfights he explains the deeper meaning behind the culture. He stresses that it is much more than about money or entertainment it is about social status: The Cocks are simply there to stand in for men who are engaging in these matches. Clifford also describes the social networking and ins outs of this cockfighting culture. Accuracy Validity This is Clifford Greetz more known works and is essentially one of the core concepts of this topic: Culture. This work is simply an interpretation of a culture and is undoubtedly one of the main reasons why Cultural approach to organisations theory is here today. It is interesting to note that the cockfighting metaphor is applicable to many cultures and everyday life occurrences. Fafaeli, A., Worline, M. Symbols in Organizational Culture. August 22, 2009, from http://iew3.technion.ac.il/Home/Users/anatr/symbol.html Summary This source goes into detail about what symbols are and how they apply to organisational culture. It briefly provides four functions that symbols serve in an organisation and how the use of symbols can provide a deeper understanding in a n organisations culture. Accuracy Validity This has also been referenced in a first look at communication. It has also been published in a number of books and draws some of its concepts from Clifford Geertz work. I can also see the similarities how it relates to the ideas of cultural approach to organisation theory. Both authors have PhDs in their respective fields and have done extensive research on this topic. Ardichvili, A.,Basten, F.,Daley, B.,Kraemer, T.J.,Kuchinke, K.P.,Morgan, G.,Shindell, T.,Short, D.C.,Willis, V. The Role of Metaphors in (Re)producing Organizational Culture. August 3, 2009, from http://www.orleon.nl/publicaties/metaphor_in_hrd.pdf Summary This source discusses metaphors and provides a storyline about the NBS organisation. It talks about how metaphors can describe the NBS organisation in a six part storyline written by employees. The author also provides analysis on the metaphors that were used and what they mean. Accuracy Validity These sources concepts are very similar to those created by Geertz Pacanowsky. Although this source does not reference them there is a clear connection between Pacanowskys idea of metaphorical analysis and this source. Findings Background Of Theorists Clifford Geertz was born in San Francisco, California on August 23, 1926. For two years (1943–45) he served time in the U.S Navy during World War II. He would later attend Antioch College receive his B.A in philosophy. He later studied social anthropology received his PHD from Harvard University. After he taught a number of schools he would join the anthropology staff of the University of Chicago. Subsequently he became a professor in social science at Harvard University in whicch he would receive several honory doctorate degrees from numerous colleges including Cambridge, Harvard Chicago University. After his divorce with Hilderd Greetz he would end up marrying Karren Blu who was also an anthropologist. In his later years his decline in health due to heart complications would eventually catch up to him, he died on October 30, 2006. Outline Of Theories/key Issues What Culture Is; What Culture Is Not Clifford Geertz, a champion in anthropology found through his research that culture is a shared meaning, shared understanding shared sensemaking in â€Å"a web of significance that he (man) has spun.† The foundation of this theory especially from an anthropological perspective can be attributed Clifford Greetz who primarily focused on culture itself. In Clifford Geertz eyes no culture is inferior/superior and no culture can be changed. Thick Description – An Ethnographers Occupation In order to understand a culture one must become an ethnographer. Ethnographers are researchers who immerse themselves within a culture also meaning they are in it for the long term. Clifford Geertz spent a number of years in Southeast Asia North Africa studying various cultures which eventually led him to call his extensive material in his journals to be known as thick descriptions. Thin descriptions would simply describe an event; thick descriptions however would describe an event within a context. His primary example in The Interpretation of Cultures theory describes the puzzlement when something simple as a wink can cause when it is not described within a context. Culture As A Metaphor Of Organisational Life Michael Pacanowsky found Clifford Geertz work helpful and would use work to give a better understanding of organisational culture. This in turn would help give us a better understanding the behaviour of organisations by understanding the way how groups live and interact with one another. Michael Pacanowsky discovered that not only materials such as paperwork were crucial but also analysing the behaviour of how groups operated was equally as important to understanding an organisations culture. As part of his work he used three components to better understand a culture which were metaphors, stories and rituals. Metaphors To understand a shared meaning of a culture Michael Pacanowsky used metaphors to describe the W.L Gore organisation. He used three metaphors to describe this unique culture the first being that Gore was a cluster of peasant villages because of its decentralised environment and focused use of oral communication. This could be attributed to the fact that Gore has an all in this together attitude and though a differential status exists amongst workers, there is a lack of hierarchical authority everyone checks with other â€Å"associates† before making significant decisions. Other metaphors Michael Pacanowsky used to describe Gore was that he saw it as being an improvisational Jazz band because of its like minded workers who liked to try new things and and compared the workers as being factions in Colonial America because of its innovative approach to work. Using metaphors to describe a culture is a valuable tool for ethnography. Stories – A Window Through Which To View Corporate Webs Of Significance Stories are used in to corporate organisations to guide employees to how to function within an organisation. It can also be used as a motivational tool to draw inspiration or to simply give a historical account so that employees may find themselves and become a part of something much bigger than just the corporation. Stories also give ethnographers a way to understand a culture There are three types of stories: Corporate stories, Personal Stories Collegial stories. Corporate Stories Corporate stories are ones that can be seen in pamphlets, advertisements etc. This is the vision of the upper level and management that they want to reinforce; sometimes to the public eye. An example of this would be how a corporate boss who would spend his Christmas Eve working with his employees and would be the last to leave. Personal Stories Personal stories are something that an employee may tell about himself to help identify with other workers or how he would like to be perceived within an organisation. An example of this would be how an elderly worker describing his experience in the workplace prior to the technological dependency and how a pre robot like environment developed more personal interaction and a sense of community amongst workers. Collegial Stories Collegial stories can be positive or negative and are used to describe others in an organisation. An example of this would be how a new manager who has taken has a cut throat approach to his employees and that his technological happy approach would result in a loss of jobs in the organisation. Rather than describe what each story means (doing so is to be done with great caution) it is not the proper way for the ethnographer to dissect each piece and explain every intricate detail, it is to interpret everything as a whole and see the bigger picture. Rituals – The Rites Of A Culture Rituals are existent in all forms of culture the Balinese Cockfight written by Clifford Geertz shows this. Without looking at it without an open mind Balinise cockfighting could be percieved as nothing more than a primitive shallow form of entertainment. However Clifford Geertz insight into the topic shows it is much more then that; it is the Men who are fighting for status and the cocks are simply just a representation of that. An example of this in a corporate organisation would be casual Fridays where formal clothing is optional. Or Free lunch Wednesdays where food is catered and provides an opportunity for staff to interact with one another. Where a ritual such Balinese cockfighting would be considered sacred (although it is illegal) changing or removing it completely would meet much opposition. In a corporate environment with a free spirited approach and lack of formality, changes to rituals would in most cases see little opposition. Application Of Theory I will use a real life example when applying the cultural approach to organisations. My example is about Whitireia Polytechnic. Clifford Geertz talks about Cultures having subcultures and there are many examples of this in Whitireia. A broad example would that every sector of Whitireia e.g BIT, CIT, has its Location can affect cultures an example would be Computer Services the BIT section of Whitireia. Although in an ideal world both would work together in a fluid manner an observation I made was that many of the services provided by Computer services are not known to BIT. When working for my evaluation procurement assignment I noticed that somethings were not communicated to one another effectively this is because of the difference between subcultures. Another example I think applies to this theory is the subculture created by Teachers. Although BIT culture as a whole is relatively the same, the subcultures are different. George Tongariro has a relatively informal style of teaching which is very much ‘alive ‘vibrant. This in turn influences the students especially the ones with who share similar attributes. This type of sub culture would likely clash with another teachers sub culture that has a very reserved formal approach to teaching. Even students have sub cultures w hich result in people having different social circles because tend to socialise with people who have similar values. Stories are told amongst students and teachers, corporate stories I have read are from pamphlets and websites. However the personal collegial accounts were told to me orally from both teachers students. Personal stories I have heard about Whitireia is a students experience with a certain teacher, paper, class etc. A collegial story I have heard students express is their dislike of how work intensive a certain class is. An example of a collegial story I was told in class from a staff member was how they disapproved with how BIT section of Whitireia was run and how it ran without ‘order and how ‘disorganised it was. If I was to document every story in a journal I could create a thick description that would effectively help an outsider understand whitireia polytechnic culture. A Ritual in this context would be performing a practical lab I get given every Tuesdays and Wednesdays in which I must complete within a designated time. Another example would be students playing table tennis or pool at the student centre on their break on a regular basis. You may also notice I used metaphors to help understand the culture present in Whitireia. I have also been at Whitireia Polytechnic for a nearly two years in which (despite the lack of a PHD) adds credibility to how I can apply this organisational culture to this industry. I also tend to hear more positive things about polytechnic and with an increase of students have changed the student sub culture. Evaluation Of Theory I will be using the standards from the book ‘A Look Into Coomunication Theory† book by Em riffim New Understanding Of People Interpretive scholarship is good when it offers fresh insight into the human condition. Geertz Pacanowsky do this by interpreting their readings and using techniques to describe a culture within a context. To have an insight human culture is to have a insight to teh human condition. Clarification Of Values A good theory brings peoples values into the open. Both Greetz Pacanowsky where able to define an organisations culture by using thick descriptions, metaphors, stories rituals. Aesthetic Appeal The appeal of Greetz Pacanowsky theorie is that it used real examples in which they both experienced. The way they convey their research through narratives, stories metaphors also provides an artistic interesting insight and makes their material appealing to read. Especially through the use of metaphors which help illustrate capture the essence of an organisations culture. A community Of Agreement Clifford Geertz is considered to be a champion symbolic anthropology and some of his most famous works such as the Balinise cockfight were innovative ultimately allowed Pacanowsky to apply his ideas into the theory. Although there is some criticism towards organisational culture theory the support is much more apparent within the community. Reform Of Society Change in organisational culture is sometimes considered to be ethically challenging. Understanding an organisational culture is becoming more apparent and is now used for a competitive advantage. Conclusion Summary In summary Clifford Geertz work e.g description of culture, pioneer of ethnography inventor of thick descriptions, combined with Michael Pacanowsys interpretation of organisations through use of stories, metaphors and rituals ultimately lead to a theory that is applicable to many organisational cultures. Stories, metaphors rituals are all practical ways of describing and interpreting a culture. I have also shown a real life example of how applicable it is and though it may not anywhere near the level of Geertz or Pacanowskys work, it should show how this can be used in different types of organisations. Critique Of The Theory As you should know by now Clifford Geertz stance on Culture isnt to change it, it is to understand it. Nor did he wish to interfere or influence culture. Critical theorists however criticise this approach and see a moral obligation to make changes rather then to just describe interpret it. This is not how a researcher who uses the cultural approach to organisation sees it. An ethnographer does not use his research as a tool for change nor does he use it to pass judgement or criticise the morality of a culture. Ethnography is about providing a better understanding and how to function in a culture through symbolic analysis. It is ultimately up an organisation and its staff to make a change. Cultural approach is also not as popular as it used to be. Some say that it is because few people if any can match Clifford Geertz writing style. People have described reading his work is like reading an engrossing novel. This in turn may have affected the aesthetic appeal and until someone who can write as well as he can, resurgence in this theory is questionable. Glossary Of Terms Ethnography: a methodological strategy used to provide descriptions of human societies Ritual: Performaces that reoccur on a regular basis Sub Culture: A Culture within a culture. Thick Description: Explanation of the meaning of layers in a culture References Articles Deep Play: Notes on the Balinise Cockfight Retrieved August 13th, 2009 from www.si.umich.edu/~rfrost/courses/MatCult/content/Geertz.pdf Doing Organizational Culture in the Saturn Corporation Retrieved August 10th, 2009 from http://findarticles.com/p/articles/mi_m4339/is_1_22/ai_75579345/ http://findarticles.com/p/articles/mi_m4339/is_1_22/ai_75579345/?tag=content;col1linise Cockfight Books Geertz, C. (1973) The Interpretation of Culture (2nd ed). New York: Basic Books Griffim, E. (2006). A First Look at Communication Theory (6th ed.) New York: McGraw-Hill Higher Education Turner, L..H., West, R ., (2007) Introducing Communication Theory (3rd Edition) New York: McGraw-Hill Higher Education Internet Sources The Role of Metaphors in (Re)producing Organizational Culture Retrieved August 13th, 2009 from http://docs.google.com/gview?a=vq=cache:MH7Ir3IC9LAJ:www.orleon.nl/publicaties/metaphor_in_hrd.pdf+http://www.orleon.nl/publicaties/metaphor_in_hrd.pdfhl=engl=nz Fafaeli, A., Worline, M. Symbols in Organizational Culture. Retrieved August 22, 2009, from http://iew3.technion.ac.il/Home/Users/anatr/symbol.html ORGANIZATIONAL CULTURE Retrieved August 13th, 2009 from http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch36.html Ardichvili, A.,Basten, F.,Daley, B.,Kraemer, T.J.,Kuchinke, K.P.,Morgan, G.,Shindell, T.,Short, D.C.,Willis, V. The Role of Metaphors in (Re)producing Organizational Culture. August 3, 2009, from http://www.orleon.nl/publicaties/metaphor_in_hrd.pdf