Mongo Beti’s Narrative in ‘The Poor Christ of Bomba’ Essay

Postcolonialism is a term that ranges from artistic actions, political theories, cultural theories, and social ideologies which have created a new genre of African writers in the mid to late twentieth century that theorize this term. The fallout, drawbacks, and social emergences that have come out of colonialism appear to have taken the definition of postcolonialism up to a certain point because according to some theorists of postcolonialism, the definition still remains subjective. At this point, what remains is still the level of understanding toward the colonized and remaining questions as to the motives of the colonizers to colonize. Postcolonialism relegates the colonizers intent to just personal financial gains over the colonized, whereas the colonized and its following generations still are dealing with the results of such humiliations and dominations impacted by colonialism. Perhaps to understand some of the effects of postcolonialism a reader should have a textual analysis of colonialism itself. In the book, The Poor Christ of Bomba, the author, Mongo Beti uses narration to tell a story that takes the reader inside the mind of a fourteen year old who finds himself in a situation beyond his control. The characterization of the narrate personify an age that draws the line between innocence and awareness. The condition as it were in the book takes a satirical approach on how the circumstances under colonialism rule may have been. Betis clever play on words, situations, and storylines open up the mind of the reader to take in some of the implications attribute to colonialism that make the term postcolonialism so arbitrary (Chrisman 8-11). Postcolonialism is referred to what actually happens after colonialism, its predecessor. The area controlled by is territorial occupier gains its independence and appropriates its own establishment. Politically it may appear that this area is now completely independent; however, the question remains if postcolonialism is completely underway. That issue in trying to define postcolonialism for theorists is answering that particular question. They claim colonialism occupies not just a geographical area but a geographical unconsciousness of the mind of the colonized. Even though the area is now free of its colonizers, is it really free of its conscious self? When language, culture, religion, and education has been altered to evoke a new one for years upon new generations of people, can those people find  their way to their ancestral state? So, if postcolonialism represents a medium of after colonialization, then it must also include the affects of displacement has occurred and perhaps this is why postcolonialism is so inflexible to define to one particular presumption because there are varied implications such as social, economic, political, and religious cultural aspects have to be taken into account before a linear definition is implemented into postcolonialism (305-311). Post-colonialism also refers to a set of theories in philosophy and literature which tackle with the inherited 19th century British and French colonial rule. As a literary theory, postcolonialism consists with literature created in countries that were once colonies of other countries and in fact, for some, this may still be the case. This faction has produced many theorists that have upstaged the term and its meaning to other nonsingular forms according to Aijaz Ahmad, who by feels a grand perplexity of the definition in literature and feels that the point of what is postcolonialism is being subverted. He feels that as long as the word does not remain as is and that if independent states the use political strategies of colonizers, there will also be inequalities among people and governments which will be referred to as non-white. This globalization sphere of postcolonialism will historical harness the fundamental effect of constructing this globalized transhistorcity of colonialism is to evacuate the very meaning of the word and dispense that meaning so widely that we can no longer speak if determinate histories of determinate structures such as that of the postcolonial state (31). Before postcolonialism is understood at some level, colonialism itself has to be defined. Mongo Beti uses his book, The Poor Christ of Bomba, to tell a fictional tale of colonialism. He uses wit, satire, irony, and parodies to bring forth some revelations about this subject matter of colonialism. Beti uses biographical narration. It resembles autobiographical narration which takes the reader through a historical account using a diary-like dialogue of the main protagonists life with other members of society such as the colonizers and the villagers who live alongside of the road of Bomba. Denis is the young boy whose mental imagery where this invasion takes place is  ultimately the readers tour guide of what colonialism may have like. Mongo Beti (1932-2001) was a Cameroon writer who was a theorists, novelist, essayist, and publisher. He is noted for being a prominent African writer who has been known to use satirical approaches to criticize and emphasize the effects of colonialism through his fictional novels. The importance of his characters in his novels, for example, The Poor Christ of Bomba, gives visional insight though the narrative of how the hierarchal order of the colonizer adhered to its position and then how the colonized submission presumably took place. Beti uses satire as a literary device to draw consciousness of a subject whose remnants have tried to define its effects known as postcolonialism. African Literature revolves around narration whether it is oral or written. Oral literature in Africa is considered enormously colorful, rich, and varied. Oral literature is closely association with rhythmus and music. Audiences are invited to participate; however through narration audience participation is different. Narration is seen as two kinds of art: performance art and informative. It is rich with folktales, myths, legends, and proverbs. Through narration present generations find a connection with ancestral past. Although earliest accounts of Africa literature are religious texts written in indigenous languages, most recently the major theme of African literature is the clash between traditional cultures and modernization which is written in a multitude of languages reflected by cross-cultures and colonization (Abiola 3). North Africa is dominated by Arabic language and its northern counties are considered Arab countries such as Egypt, Morocco, and Algeria for example. East Africas language is Swahili and dates back to 1652. By the mid-19th century, Latin script became more popular. During the 20th century Africa literatures in European languages resulted because of colonialism. Cameroon literature of the 1990s is considered a reflection of its economic state. What Mongo Beti did by writing a book like The Poor Christ of Bomba, certainly made him ahead of his time. Much the literature is centered on the political status the country is in. Although tradition oral literatures are  there for social and religious purposes, written literatures excel in trying to bring political change to the awareness of its people (Krieger 20). Mongo Betis first hand account of colonialism combined with his traditional milieu with oral literature and creative writing abilities helped him bring a story whose narration posses the elements to place the reader in the middle of situation such as colonialism where for a moment the colonizer and the colonized have nowhere to go but live the life placed on them and leaves the future unanswered for the colonized. It is this wavering end which sets the subjective meaning and tone for the definition of postcolonialism to be so broad and unpredictable. Perhaps one reason why the definition is random is because the effects of colonialism to people are different and cohesive at the same time. As the colonizers in the book bring their culture and religion to villagers in Africa, the people are affected differently and yet very similar at the same time; therefore, postcolonialism more than likely parallels the onset of this circumstance. Beti uses satire as a literary device to tell his story in his book. Perchance his book may have not been published had he taken a more disconcerting approach to the text. Satire became very popular during the early modern England in the mid-seventeenth century. It usually was used by anonymous authors who mocked the monarch, commonwealth, and then the Oliver Cromwell. By the 19th century it was used to mock social classes and Victorian values. Satire is known to use harsh or light humor to draw attention to a situation or a plight to try to bring attention to it, correct it, or change it. Beti uses strong satirical elements for his narrative to perhaps illustrate a problem such as colonialism to the forefront of his readers mind. He then mixes in tradition narration like oral literature to set the tone for his story using biographical narration to tell the story of colonialism. Biographical narration is a story relating key facts or events with a person’s life. It relates a sequence of events and communicates the significance of the events to the audience. There are certain scenes and incidents in precise places which are used to describe location of events. Sensory details are vital in describing the sights, sounds, and smells of a scene. Detailed actions, movements, gestures, and  feelings of the characters are used to express usage of interior monologue to depict the characters feeling. Beti uses a biographical description in the life of the characterization of Denis. It is through his naà ¯ve eyes that the reader is exposed to the French imperialists domination of Bomba. It is through this lens that the reader sees what the main protagonist, Reverend Father Drumont, is like. The main characters in this book share a parallel to what is perhaps the link that embellishes the dramatis personae that details the account of who are the people represented in colonialism as a whole, for example, the colonizers and the colonized (Gikandi 61-70). The colonizer presents the dominant hierarchical state. This is characterized as a system of power. The elements which comprise this system are first the French government. The French government felt compelled perhaps to take a different approach then the English to colonize Africa. They embedded their culture, language, and religion so fervently as a result today many Africa areas speak French as their first language and have remained Christian. Those perhaps resemble the colonizer are the Vicar, M. Vidal, Reverend Father Drumont and to some extend the instrument used or weapon of choice was the Catholic Church to influence the people of Bomba. The Colonized are everyone else and possibly in the end, the reader. The Sixta women, Catherine, the narrator, Zacharia, and the men of Bomba play the roles of the colonized. Although their positions and situations emerge differently in the narrative, they are still under the colonizers rule. Their positions are different which exemplify the fact of how diverse historical factors come into play when defining the after affects of colonialism. Each character embraces the colonizer and being colonized in a dissimilar way; therefore, the outcome of colonialism will create disparity for each type of person, such as, male, female, child, and/or new regime. This may be part of the problem in defining postcolonialism. Every person is affected uniquely and individually because each person is a separate embodiment of one another. Beti emphasis this predicament in each of his characters colonized or not, the condition is different yet the same. All play roles to feed and fuel colonialism. The Poor Christ of Bomba is about the Frenchs Christian mission to colonize African society in order to profit and assert dominion over sovereign territories. In order for the French to carry out this mission of authority they had to try to come with gifts of humanity, tolerance, and Christianity. The French engrossed their colonies with their language, their way of life, and culture politics. Words were changed from native tongues to French words. The impact was to make African people more like the French. The French failed to see the way Africans lived and survived. The French saw them as barbaric without religion or culture. The Africans did as they were told for very different reasons and as a result, they were weakened by this dominating force. Father Drumont is first seen as a compassionate and caring individual who symbolizes the good in a superior-like nation. He message of Christ to help save pagan people bring a message of hope to women in polygamist families and child who appear to be interested in his message. The men are not interested in hearing about Christ but are interested in what the mission may bring to help build their economic state and infrastructures for the betterment of the regions. What happens is the African system the Africans was known is destroyed and Father Drumont realizes his failure to completely change the people. This book represents the disagreement between Christian and pagan power. This is symbolic of the disparagement between both the French and the Africans. Part of the novels creation relies heavily in the fact that the characters will finally have a better understanding of who they are at the end of the novel and how colonialism affects both sides of the aisle. While religion plays an important role, the mission is factual a camouflage to hide the genuine reason why the French are there. The use of Christianity which even fools some of the colonizers themselves such as Father Drumont is essentially Betis archetype to use irony as a reflection of which religion and politics go hand in hand. The missionary is the representation is the epitome of irony Beti illustrates in the book. The mission is used as an excuse to continue the spreading of Christ but in reality it is the  spreading French propaganda which tries and keeps the people suppressed so they wont be punished for their sins. The narrator, Denis, is a young fourteen year old boy. He represents the reader. The reader knows possibly nothing of what colonization is or implies. As the reader continues to read the story with the narrators thoughts and dialogue with others, he starts comprehending how easily the Africans were fooled by the French. Denis, in his still naà ¯ve state is excited about the mission he will embark with Reverend Father Drumont. Denis assumes the mission is not just a spiritual quest but one of material supremacy. He is easily lured as so many Africans were. All the older characters voice their inner thoughts and Denis, because he still is very immature and makes fun of the situations at hand. Denis is excited about the mission and the material things it will bring. The French are too but obtain grander things from it. He comments, And we need so many things—an organ for the new church, a tractor for ploughing our fields, a generator for electric light, a motor-car, and so forth (Beti 9). The mission appears to a source for financial possibilities rather than the spreading of love of Christ. In an ironical twist this is the very start when Denis starts receiving mixing messages about Father Drumont and the Christianity he represents. Certainly Denis feels the church makes money through its members, but eventually finds out that whatever may seen convenient for the Father is convenient for the church without regard of its members and to those where the mission visits them. This inconsistency is a continual motif in the book. While Denis is influenced heavily by Father Drumont and his antics, Denis reveals a sense of maturity and knowledge in the end of the book; however, this knowledge doesnt reveal wisdom, only a sense of trying to remove himself from the problem of colonialism much like the reader may what to do so. The character of Catherine can symbolize what Africa should be like. She is free and beautiful unlike the Sixta women, she does what she wants. Although  she is under colonial rule, she is able to infiltrate the colonizers temporary rule and still live by her own standards. She maintains Africas historical past. She is mysterious, magical, and lures any man she wants. Denis falls under her spell just like the reader may also fall for her because Africa, even though not actually sexual, is sensualized in the form of Catherine. The emphasis placed on her character by Beti also represents the hope Africa will survive colonialism and find a free self and identity after the invaders leave; however, just as everyone involved Catherine has a major issue within her of her own identity emulated perhaps in Africas because they were so easily taken in. Identity is seen as who and what you are. For Africa, who were ill prepared to fight against the Frenchs intentions and lacked the unification to gather strength among themselves, they identified themselves collectively but not enough to oppose the French (Wolfreys 95-97). Zacharia is the cook. He is the consciousness of the colonizer even though he is in a colonized position. Beti uses this character to function as the checks and balances between the narrators inexperienced views over Father Drumonts true character. Zacharia goes on the mission along with the narrator and the Father. As a mediator of sorts and the most level headed one of the characters in the story, educates the Father and the narrator, Denis, as the journey gets underway about African culture. He seems zany, corky, and irresponsible. Beti uses this character perhaps to be the voice of the author who finally deposes and exposes Father and the system which he represents and fights so hard to maintain as a symbol of truth. Zacharia understands Africas former self and goes on this journey to find out what the whites know that they dont. In a way, he also represents those men in the town who seem interested in Christ but really want to make money and do business alongside their oppressor, the French. He is the spokesmen for the African standpoint in the book. He understands that modern society is plagued by the importance of money, so he too wants to know more about it. In a serious, sarcastic, satirical, and ironical way, Zacharia is the only character who can bring truths of African ways to light for the reader, the narrator, and the Father. Zacharia is really the only person the Father  listens to beside the system which in turn will also compromise his life as part of the damage caused by colonialism because it will displace the Father after the journey is over. The Father will then have no place to go. What follows the Father throughout the story is Zacharias advice and knowledge about the people of Africa and the system by which propels that Father to do what he thinks he is there in Africa to do. At one pivotal point in the book that changes things around for the Father is when Zacharia tells the Father that the first notion of God didnt come from him. To much surprise, the Father questions the motives of the roadside construction to M. Vidal and is told by Vidal that his intensions are to use the people into forced labor. This is when the Father has his first realization about his mission that serves capitalistic motives over Christianity (133-34). M. Vidal is the epitome of the colonizer. He is self-serving without a conscience and without a humane bone in his body much like the system he represents. He is the closest to the colonizer as possible. He wants to insure the people have completely submitted to the teachings of the church so they can do what the real purpose of the mission is. It is there to conquer hearts and minds as a consequent, they can work for the church and by doing so they have enslaved themselves to the very system who served them the illusion of Christianity. The Sixta women are an example of this kind of manifested slavery granted by the Fathers teachings. The women are used for hard labor and then free sex. When it is discovered most of them have venereal disease that are seen as dirty; however, under French rule, the Father is guilty of not protecting them and placing them in a vulnerable position. This chaotic outcome is a grander scope of the missions failure under the Fathers rule. The Sixta women are submissive, turned into whore-like behavior, and are worked harder than any other kind of people under Raphaels command placed and over sought by the Father. They are forced to confess their sexual misconduct but before are beaten with a cane. The Sixta women endure punishments brought on by the Father, the supposed incontrollable sexual urges of the men, and the system that needs them to work which in many ways mirror the victimization of  colonialism, the Sixta women are women are more easily taken advantage of since they are femal e. The Sixta women represent what the colonizer may see as Africas people: uncivilized, promiscuous, and in need of a good spanking like misbehaved children. The Sixta women, like Africa, took a beating that was physically, physiologically, psychologically, and sociological by its colonizers. This is why it is so hard to try to define a word like postcolonialism. Parts of a major problem are the people being colonized sometimes didnt support each other much like the men who had sex with the Sixta women. The ones who would get blamed where the women, in as sense the men let their own people get beaten for their won mistakes. Instead of controlling their own urges they only added to this image of sexual savagery the colonizer already theorized that they were. The Father, the main protagonist in the novel, Reverend Father Drumont, is the life force of the colonizer. The Father is a major part of the structure and working function of the colonizer. In retrospect, he is the colonizer because he is a major player who successful to a certain degree in colonizing the people of Africa. He brings the word of Christianity to keep the people in line. The people, like the Sixta women, are forced to work for the church and change their lifestyles to fit in. By encompassing this transition because of religion, the people in fact serve the French; therefore; the people through no fault of their own serve the colonizer because they are serving the church through the guiding hand of Father Drumont. Father Drumont is not as harden as Vidal but he is part of the cancer that feeds the people of Africa. Beti makes Father Drumont see the error of his ways through the advice of Zacharia. By making Father Drumont see this turnover, Beti is saying that all those who helped the system work are capable of realizing why it will fail. The reason it will fail is because humanity is not perfect and truth will emerge no matter what scheme tries to suppress it (Young 5-7). At the end of the book the reader realizes the next step is uncharted and open. Beti lays the groundwork to feel a sense of what colonization can do to people. He also leaves the question of postcolonialism up to the narrator who for some reason is clueless. It is important for Beti to end the book  this way because the purpose for the book itself has been carefully and wittingly established. Postcolonialism is considered the after affects of colonialism. Beti introduces a glimpse of who the people were who lived though the ravishment of colonialism in the town of Bomba. The book should also be noted for other insights and credited for a wondrous storytelling plights. Through the biographical narration, Beti defines the troublesome situations the characters of Bomba find themselves as those colonized may have experienced. He sets the tone and pace the underlying reason the French arrived with ulterior motives to help the people of Africa. The multiplicity of the characters and their situations mirror the multiplicity of defining postcolonialism. Where the people go from is up to the reader. Other authors suggest two things: revolt against the oppressor or work with them (Memmi 136-141). The dilemma is that it is not that simple because while reading the book by Beti what is ventured in the mission is the complexity of colonialism to begin with. Beti tries to put a face on several varied situations through distinct characters. Perhaps Beti named his book The Poor Christ of Bomba, because one particular meaning for Bomba means a wild, rich dance that culminates between the rhythm and the dancer. The colonizers instrument of choice to dominate the Africans was religion. The allocation of Catholicism which happened to be a less than a desirable concept to the regions alongside Bomba in the story helped serve the people of Bomba a less than desirable dance embodied the notion of Jesus and rhythmic quest of the French. Conceivably the metaphor for the title is that the combination of the Frenchs intentions with the African people just didnt sound good musically, contiguity, or even symbolically. Works Cited Abiola, Irele F. The Origins of a Species: African literature. Black Issues Book Review(January 1, 2001). Ahmad, Aijaz. Postcolonialism: Whats in a Name? Late Imperial Cultural. Eds. RomanLa Coupa. E. Ann Kaplan, Michael Sprinkler. New York: Verso. 1995. Beti, Mongo. The Poor Christ of Bomba. Illinois: Waveland Press, Inc. Reissued 2005. Chrisman, Laura and Patrick Williams Editors. Colonial Discourse and Post-ColonialTheory: A Reader. New York: Columbia University Press. 1994. Gikandi, Simon. Reading the African Novel: Studies in African Literature. NewHampshire: Heinemann Publishing. 1987. Krieger, Milton and Joseph Takougang. African State and Society in the 1990s:Cameroon’s Political Crossroads. Boulder, Colorado: Westview Press. 1998. Memmi, Albert. The Colonizer and the Colonized. Boston: Beacon Press. ExpandedEdition 1991. Wolfreys, Julian. Critical Keywords in Literary and Cultural Theory. New York:Palgrave. 2004Young, Robert. Postcolonialsim: A Very Short Introduction. New York: OxfordUniversity Press. 2003

Diploma of management

â€Å"Smart† Goals Kebab's R Us is a company always striving to improve and gain a higher and greater market share. With our dedicated staff we were able to achieve all our major goals that were set out last year. These goals were to increase the number of kebabs sold throughout all caravans, to update 20% of caravans by replacing it with a new caravan and brand new catering equipment that was more efficient, to reduce our greenhouse gas emissions, to create a ‘mini sub kebab' that could be catered for functions, to improve profits from $1 1. Million to $12 million in the financial year ending 2014, to place leadership programs in place to help employees to be trained to become caravan managers and to stay injury free. Results over the last year have been quite positive, meeting all target goals have been a credit to all staff. Hard work and dedication had paid off once the yearly report came in which backed it up with evident numbers. Falling Just short of the profit ma rgin at $1 1. 9 million is still a satisfactory result. These achieved goals are a credit to all staff and also to the senior management team for applying the S. M. A.R. T goals principle to reach each. The teeters of SMART each represent a meaning these are; S- Specific M- Measurable A- Accountable R- Realistic T- Time Bound Major goals for next year will be similar in terms of growth and profit. Important objectives of not losing any customers, providing kebabs of the highest quality possible, to reach those customers or to cater for a wider community. To update a further 20% of caravans by replacing it with a new caravan and brand new equipment that will be more efficient lowering greenhouse gas emissions. Improving turnover to $40 million from last year's $38. Million whilst also improving profits to $13 million. To introduce a commission scheme of selling a min of 250 kebabs a day to caravan operators which would result in bonuses and to promote those already trained personal i nto the 20 caravans that's planned to hit the roads. Further improvement training to all personal of customer service which is federal government funded. Hiring 40 new staff to fill into the new caravan positions that are going to be opening, surveying customers to help us improve our service and also to yet again remaining injury free.Having similar target goals from last year ensures a greater chance to achieve these goals through the usage of SMART. Major goal NO. I Specific – Update a further 20% of vehicles including company cars and caravans from the start of the new financial year in 1/7/14-30/6/15. To achieve this goal Kebab's R Us will use clearly defined processes and guidelines that were also used from the previous year to achieve the same goal. Location of vehicles that are being upgraded is the Queensland region. Requirements of this goal are enforced by government legislation and also to have a better looking image.Measurable- This goal is measurable as we need to have 20 vehicles updated in one year. Every quarter the aim is to have 5 vehicles upgraded. A project manager with a team is in hare of this changeover and upgrade in which they closely monitor it. Every quarterly the project manager attends a senior management meeting to discuss progress. Accountable- Everyone working in the changeover and management team is all liable to work in conjunction with each to achieve this goal. Realistic- The same goal was set out last year and it was achieved so it makes it a realistic proposition this year.Time Bound- The time frame for this goal will start from the 1/7/14-30/6/15, in this timeshare 20 vehicles must be updated to accomplish this goal. Major goal NO. 2 Specific- Improving turnover to $40 million from last year's $38. Million in the financial year starting on 1/7/14 till the end of that financial year in 30/6/15. To achieve this goal Kebab's R Us will use clearly defined processes and guidelines which will set the foundation to hit t he ground running with changes in certain areas which will help the growth of the company.Located nationwide this goal is every employees aim. Requirement for this goal is to improve our market share and our share prices. Measurable- This goal is measurable as the company needs to grow by only $1. 9 million in the next financial year. The lowly some is still good considering a few years back of poor results. The finance team along with senior management is responsible to monitor and innovate new ways of increasing funds. Every month a meeting will be held to monitor and discuss changes to this goal.Accountable- The recruiting team regional managers which is led by the HRS officer. Realistic- This goal is realistic as new caravans rolling out every quarter new positions will open up therefore creating the chance to hire 10 new casuals every quarter to achieve this goal. Time Bound-The time frame for this goal will start from the 117/14-30/6115. The first intake of 10 new employees is expected on the 1/10/14 followed by the next quarter at 1/111 5 in conjunction of the new caravans becoming available.

Business Research Report for Communication help

This research is significant for me to understand the advantages and disadvantages of using the social network in business. From the introduction chapter, it can be evaluated that social networking platform may offer different services in terms of business communication like communicating with consumers about their needs and desires as well as effective to deliver the goods and services to the bulk of people (Rennie, and Morrison, 2013).This tool is also beneficial to get feedback about services for further improvement. Consequently, this chapter has not only improved my understanding but also enhanced my skills regarding research field. Along with this, it is analyzed that the project scope is wider which entails the development of Amazon business by using the social networking platforms like Linkedin, Facebook, and Twitter (Leonardi, et. al., 2013). As a result, this project is beneficial for me to implement this within an organization as it can enhance my personal as well as professional career. Through literature review, I have learned that the key advantage of using social networking is associated with a cost-effective approach which is required for business development. In this way, it is observed that a large number of sharing through online networking practices not only free of cost but also easy to access as well as beneficial to create the profile of the company and post the information about the products and services (Bryman, 2015).  As a result, I can use the social networking practices within an organization as I can grow in the marketing field in short-term as well as long-term. It is also analyzed that Amazon has gained its revenue by using the social networking strategies which enables it to build a distinguished image as compared to other e-commercial sites in the retail sector (Denscombe, 2014). This experience was effective for me to gain the revenue of company as compared to other key competitors. As a result, it could be significant to be a good marketing manager in future. I have also learned that company should facilitate the customers to access their websites by using the different platform of social media. In this way, it is observed that Amazon provides facilities to simply hashtag facilities to their customers for their products on Twitter (Chu and Du, 2013). This learning was beneficial for me to promote the company’s products and services through different marketing channels. During this research, I have also boosted my understanding regarding advantages of social networking sites. In this way, it can be evaluated that different sites like video, Ryze, and Linkedin are used to segment the particular market. This tool is used for formal business communication and also enabled the company to interact with the customers (Luo and Zhong, 2015). This experience has beneficial for me to improve my research and marketing skills. From this research, I have also extended my understanding regarding the limitation of social networking. In this way, I have learned that social networking sites can be quite risky for the business in case of data misuse. It is analyzed that if social media platform does not handle appropriately, then it may create a negative brand image in the customer’s mind. It may lead to decline revenue of the products and services (Okazaki and Taylor, 2013). As a result, I am able to create favorable brand image among customer’s mind. This will also improve my personal as well as professional career. Through this research, I have gained my experience regarding web-based social networking. In this way, it can be evaluated that web-based social networking is used in the dynamic changing environment and also beneficial to increase the return on investment. Furthermore, brand loyalty can be improved by taking the actual responses from the web-based social network (Asadi, et. al., 2014). This learning provides me the opportunity to implement the web-based social networking strategy within an organization. From the research methodology, I have learned that both primary and secondary data collection method is used to formulate the feasible result. In this way, the primary question is beneficial to assess the essential data and getting the reliable and valid outcome. But, at the same time, it is observed that secondary questionnaire is less effective as compared to primary based question (Bernard and Gravlee, 2014).   This learning is beneficial for me to create the research questionnaire in an effective manner. Along with this, I have learned that research hypothesis is a set of assumption which is created for obtaining the effective result. At the same time, it is analyzed that both qualitative and quantitative approach has been used in research in a different manner. I have gained my knowledge regarding the process of qualitative research. This process includes different steps like general research question, selection of subject matter, gathering data, analysis and interpretation, and conclusions and findings (Certo, 2015). It enables me to use these process in further research in an appropriate manner. During this research, I have also gained my knowledge about simple random sampling method . This method is used to find, and pool the information from those respondents who are entailed in research with the different intention (Bernard and Gravlee, 2014). This method is beneficial for me to choose the participants from a large number of population. From the study of quantitative research, I have gained my experience regarding the different process of quantitative research like gathering of data,   data analyzing, interpreting findings and preparation. At the same time, I have increased my knowledge regarding research instrument. In this way, I have learned that there is a various method to measure the rating instrument like rating schedule, time and motion log and performance checklist. This research has also gained my understanding regarding research limitation. In this way, I have learned that inadequate resources, inability to control the business purpose, and lack of time with the statistical tool. In the last, I have increased my knowledge regarding time schedule which is beneficial for me to perform the activities in a specified time period. Asadi, A., Wang, Q., and Mancuso, V. (2014) ‘A survey on device-to-device communication in cellular networks’,  IEEE Communications Surveys and Tutorials,  16(4), pp. 1801-1819. Bernard, H. R., and Gravlee, C. C. (Eds.). (2014)  Handbook of methods in cultural anthropology. UK: Rowman and Littlefield. Bryman, A. (2015)  Social research methods. UK: Oxford university press. Certo, S. (2015)  Supervision: Concepts and skill-building. UK: McGraw-Hill Higher Education. Chu, S. K. W., and Du, H. S. (2013) ‘Social networking tools for academic libraries’,  Journal of librarianship and information science,  45(1), pp. 64-75. Denscombe, M. (2014)  The good research guide: for small-scale social research projects. UK: McGraw-Hill Education. Leonardi, P. M., Huysman, M., and Steinfield, C. (2013) ‘Enterprise social media: Definition, history, and prospects for the study of social technologies in organizations’,  Journal of Computer?Mediated Communication,  19(1), pp. 1-19. Luo, Q., and Zhong, D. (2015) ‘Using social network analysis to explain communication characteristics of travel-related electronic word-of-mouth on social networking sites’,  Tourism Management ,  46, pp. 274-282. Okazaki, S., and Taylor, C. R. (2013) ‘Social media and international advertising: theoretical challenges and future directions’,  International marketing review,  30(1), pp. 56-71. Rennie, F., and Morrison, T. (2013)  E-learning and social networking handbook: Resources for higher education. UK: Routledge.

Case study of Netaporter and Topshop Essay Example | Topics and Well Written Essays - 1000 words

Case study of Netaporter and Topshop - Essay Example As Net-a-porter is based on online retailing, it is providing the services 7 days a week, 24 hours a day (refer as '24/7') with 120 international designers' luxury goods (clothing, shoes and accessories) to its customers throughout world. During the year 2005 sales was 21.3 million, which was 9.5 million increased compared to the previous year (Net-a-porter Limited, 2006). On the company's website, the front page links to "Home", What's New", "Magazine", "Designers", " Clothing", "Bags", "Shoes", "Accessories", "Gifts", "Sale" and "Explore" pages. These pages provide a wide array of information depending on the links that an individual may click. Among the web pages the most informative and a direct link for the customers is the "Magazine" page. It provides customers the overviews of each month fashion tendencies in six sections; "Most wanted", "IT list", "Get the look", "Style report", "Features" and "Profiles". There are also fully-explained information about the product by size chart (US, UK, FR, IT size), various images, fabrics, washing guide and price. These information adds value to the products and services of the company. Direct links are also provided when a customer clicks on the item in the fashion news sections, it automatically uploads the product information page. In that page you could see the pictures of the products, the detailed description of the product and the small shopping bag just on the top of the product you are reviewing. Once you click the shopping bag it automatically sends the products price and adjust the total in the Shopping Bag on the upper right corner of the page. This gives added convenience to the customer concerned. The customer does not have to waste their time seeking an item among thousand of items that the company carries. Natalie Massenet, founder of Net-a-porter said, "It was always my dream to be able to click on the pictures in a magazine and buy" (Anonymous (e)). 4.2.3.3 Choice The company carries a wide collection of designers products as we could see in its "Designers" page. There are over a hundred designer companies and businesses linked in their respective names. Customers may alternatively browse the page by category aside from browsing by designers. These links alone offers a collection that is robust enough to be browsed in just a day. The more the choices of collection of available products, the better for the company for it satisfies the freedom of choice among its customers. The website is also well designed in the way that it could only present the most appropriate products available for a given customer, for it considers the profile of an individual based on the records kept by the company in its databases. This factors lead the customer for a better line to choose from with the assurance that the choices they made is suited on their individual needs. 4.2.3.4 Delivery System Net-a-porter delivers to more than 50 countries around the world. Since the price of the products are based on UK/EU, non-EU country customers take advantage of the VAT, and the customer will be clearly informed about this during the transaction. It offers free shipping cost for purchases that cost over 1,000 (www.Net-a-porter.com). Table 3,

International Courts and Tribunals Essay Example | Topics and Well Written Essays - 2000 words

International Courts and Tribunals - Essay Example Despite the measures left behind by British military tribunal, all international and especially Americans did not practice separate hearings for matters in which guilt has been established. Most tribunals seldom affix an obligatory final clause to their judgments appraising extenuating factors in rare cases. Therefore there is little or no standard to help courts and tribunals now that that international justice has been rejuvenated almost 50 years later with the setting up of international tribunals for the previous Yugoslavia and Rwanda. Firstly what are international tribunals, international criminal tribunals are specialized courts set up to convict individuals accused of violations standardized under international humanitarian law as committed in a particular place and time. (Albert Schweitzer, np, 1960) It is imperative to understand what the international criminal tribunal for Rwanda is. The ICTR has prominent jurisdiction to arraign people accused of genocide, human right violations and war crimes. In Rwanda particularly between January 1st and December 31st, the trial courts situated in Arusha, Tanzania, the appeals court situated inn the Hague, and the Second-in-command Prosecutor was located in Kigali, Rwanda. Till today the tribunal has handed down 22 judgments in which 28 were accused. Eleven trials are in progress, involving a grand total of 27 accused. Surprisingly these include up to eight ministers, one parliamentarian, three prefects, about eight military officers and tree burgomasters. The tribunal holds about fifteen detainees awaiting trial and about fourteen remain at large. All trials are presumed to end by 2008 and closing date set at 2010.as of 2006 about 102 countries were a part of the international criminal court, all NATO members except turkey and two members from the UN Security Council France and the United Kingdom. Although the United States has long been involved in international justice, currently USA is opposed to the ICC, although US has been kind enough not to bar UN security council vote to refer to crimes committed in Dafur to the ICC Prosecutor, officials say that US will assist if asked by the court. An important considerations is the ethical aspects of these trials, the Rome Statute incorporates the very best evolved, most ample understanding of what comprises a fair trial. In addition the Rome Statue contains every chapter process protection in the constitution of the United States of America, the death sentence is excluded. The world is greatly concerned if ICC will conduct any investigations in Iraq; this is highly unlike because of the fact that all potential crimes were committed on Iraqi territory, on which ICC does not have any jurisdiction as Iraq does not belong to the parties to the Rome Statue. All prosecutors ag reed that all allegations concerning killings and maltreatment of civilians were substantial and failed to be admissible under the Rome Statue, which require crime to be of a certain level. Prosecutors believe that such allegations need to be addressed on a national level. (McMorran

Discuss the notion of age or generational differences with reference Essay

Discuss the notion of age or generational differences with reference to certain characters in A&P - Essay Example Sammy Sammy, who assumes the role of narrator of A & P, is a thoughtful young lad who has keen interest in the members from opposite gender. He keeps a robust sense of observation. Sammy observes his surroundings and takes notice of the physical appearance of the girls that visit the A & P store. Sammy studies the texture as well as the designs of the bathing outfits of girls along with their suits’ tan lines. His observations are not limited to the surface. Along with the patterns of their outfits, Sammy also makes judgments about the pattern of their everyday life, specially Queenie, who appears to be the leading lady. While examining Queenie’s body, Sammy observes the strap of her bra dangling. This both arises sexual sensation in him as well as gives him clues about the lifestyle of Queenie. Sammy gains an assumed insight into Queenie’s social life through her speech. This further clarifies her image in front of him and defines it in detail. His undue ogling of the girls speaks of Sammy’s own chauvinism, weaknesses and youthful immaturity. His immaturity can be estimated from the fact that lost in the world of lust, Sammy forgets about the ethics of professional life and becomes ignorant towards other customers in comparison to the girls. Sammy calls the other A & P customers as â€Å"houseslaves† and â€Å"sheep†. His immaturity can fundamentally be attributed to the fact that he is a bachelor. His coworkers like Stokesie also take interest in the girls, but their interest is far different than that of Sammy. They have a natural inclination towards and attraction for such an overt expression of sexuality particularly when it comes from the opposite gender. However, unlike Sammy, Stokesie talks about the girls only sarcastically and his attraction for the girls is only apparent. This may be because Stokesie is an aged and married man while Sammy is a young unmarried man. Sammy’s argument with Lengel has no ro le in building his relationship with Queenie and it is rationale to assume that he knows this as well. Despite that, Sammy takes stand for Queenie to such an extent that he looses his fundamental source of income and for what? Nothing, but lust! Only after he has done the act, Sammy realizes what he has done to his life. Sammy narrates, â€Å"†¦my stomach kind of fell as I felt how hard the world was going to be to me hereafter† (Updike). This clearly speaks of the fact that young girls’ mere expression of sexuality is enough to cause young and immature bachelors to make life changing decisions for no practical reason. Queenie: Queenie is a young girl who knows that her sensual expression impacts boys. She is in a phase of constant experimentation in which she tests the limits to which exposure can be allowed by the opposite gender in public. She has assumed that boys would not mind her showing up in a bathing suit. According to her assumptions, her sensual messag e is too strong and appealing for boys to condemn it. Perhaps, she gains a sense of independence from this. Embarrassment arises from lack of expectation. Queenie essentially does not expect any male to stop her from her expression of sexuality, though in her assumption, she is being ignorant of the fact that all males are not young, and have more important preferences in life than falling prey to the appeal of young

HUMAN TRAFFICKING AND FORCED LABOR Ukrainian human trafficking Essay

HUMAN TRAFFICKING AND FORCED LABOR Ukrainian human trafficking situation - Essay Example The paper points out to exploitation of the Right to Work in negative ways by some groups of people - human traffickers. These groups oppress people so that they can get cheap labor through fraudulent activities and misuse of power. The human rights advocate that Trafficking victims’ protection act of 2000 define human trafficking as subjecting humans to labor, illegal activities, prostitution and other forms of inhuman acts without their consent. It involves falsely recruiting, harboring, and transporting of a person for labor and services, through force, fraud or coercion. This essay demonstrates the problem of human trafficking and forced labor, namely the Ukrainian human trafficking situation. Ukraine is one of the main countries where humans are subjected to labor trafficking. In fact, Ukraine IOM and local NGOs reported that 49 percent of Ukraine population are victims of labor trafficking (State Department) (Ball & Hampton 13-14). Ukrainian victims mostly are sent to high-income countries such Russia, Poland, Turkey, United Arab Emirates, United Kingdom and many other European countries (trafficking in prisons 34) (Ball & Hampton 14). The paper outlines that most Ukrainian who are victims of labor trafficking are located in the countryside areas, in towns that have high unemployment rates. In order to protect these victims and reduce the human trafficking, the Ukrainian government created an anti-trafficking law in 2011 (Ball & Hampton 19). This led to many arrests of human traffickers.

Active Listening Paper Essay Example | Topics and Well Written Essays - 1000 words

Active Listening Paper - Essay Example Active Listening is the most superior listening in which listener strives to pay maximum attention to what is being said and conveyed. Active listening is characterized by a prompt feedback to the speaker on what is perceived or understood of his vocals and actions. Gordon (2002, p.81) states, â€Å"Situations requiring the use of emphatic listening are almost limitless in groups and organizations.† The empathy to the speaker is the basic requirement for active listening. The active listening is a very significant contributor towards a better team work in organizations where communications are a major concern to achieve business objectives. In order to highlight the importance and interplay of various active listening aspects, a fictitious organizational communication scenario is sketched in the following lines. The scenario depicts, evaluates and analyzes a conversational session between the writer, who is a Marketing Manager in a network consultancy firm and listening to Mr. John who is a customer support supervisor. Mr. John is required to brief me on the issues pertaining to some major clients and seeks to have some advice on applicable solution. I have got some previous reservations on Mr. John’s approach and working towards achieving organizational objectives in the field of customer support. The first obstacle to my active listening objective was to overcome my general perception about the speaker and to concentrate objectively on the currents issues being discussed by Mr. John. It was necessary for me to avoid any preoccupations to ensure empathic comprehension of the issues and formulation of workable solutions. In order to make Mr. John comfortable I welcomed him warmly to show my concern and interest in the issues and spared enough time to listen in detail. Secondly, I appreciated Mr. John’s efforts that he

Reunification Issues of Central American Immigrants Essay

Reunification Issues of Central American Immigrants - Essay Example Yet, in today's age of information and knowledge, it may be seen that it has become more important than ever to keep an eye on including literature that pertains directly to the analysis and findings of the subject at hand. This is where a review of the literature comes in as it helps the researcher look at the use of literature gathered in a critical manner. According to Cooper (Davies et al, 2003) "a literature review uses as its database reports of primary or original scholarship, and does not report new primary scholarship itself. The primary reports used in the literature may be verbal, but in the vast majority of cases reports are written documents. The types of scholarship may be empirical, theoretical, critical/analytic, or methodological in nature. Second a literature review seeks to describe, summarize, evaluate, clarify and/or integrate the content of primary reports". These principles as laid down by Cooper have been followed in ensuring that the literature used within this dissertation has been reviewed carefully in order to omit irrelevant pieces of work and include only those that are relevant to the topic. (Davies et al, 2003) This paper thus summarises the various works that have been used in terms of various sub topics and sections within the dissertation. In doing so, there is a close connection with the methodology and basic statement of the dissertation. The principles borrowed from the works of the scholars that have been used in this dissertation correspond directly with the statement of this paper. As a nation, the United States of America has paid a heavy price for attaining civilization. This seems to be the basic premise upon which author T.H Breen has built the ideologies that shapes the nation, in his book titled, The Power of Words - Documents in American History. This book is based on an important aspect of American history which starts just as the civil war ended in 1860. History is still often seen as the presentation of facts from the past, so that learning involves the mere memorization of the facts. What makes history so interesting and stimulating, however, are the debates that emerge over the facts. From an early stage, the middle passage inspired moral outrage among those opposed to the slave trade, who often treated it as the most horrific part of the whole slave experience. Recently some scholars have argued that such moral outrage has led to a "melodramatic" rather than a "historical" account of the middle passage. I have tried to present an argument that we n eed a more balanced and less moralistic account of the middle passage from the perspective of the changing values and challenges thrown up by industrialization. (Breen T. H; 1997) This points to the disintegration of the traditional family system in keeping with the emergence of the new, immigrant family within Central America where working towards making a new identity is what counts the most in terms of reunification issues and issues pertaining to separation during migration of entire families. Another important piece of literature in this regard is by Coutin (2005) who believes that violence against children is the most common root of

International Marketing Essay Example | Topics and Well Written Essays - 3500 words - 1

International Marketing - Essay Example There are varieties of options before a company when they decide to enter an overseas market. Three major issues require careful planning before venturing into another region, which include the right marketing mix, sourcing or the product and investment decisions (Qdi). Marketing mix itself involves decisions on whether to sell in the other country directly or through intermediaries and which market segment should be tapped first. Marketing mix for services is more difficult to ascertain than for products. Investment decisions and control are equally important - whether it should be a joint venture with a local partner, whether they should acquire an existing company in that country or have a global partner. Based on these factors, this report will discuss the marketing strategies of two different Companies in the service sector - DHL's entry in the China market and Vodafone of UK's entry in the US market.

Learning English Essay Example for Free

Learning English Essay As an international student, learning English was a big challenge. For one thing, I grew up speaking my native language most of the time, and I only speak English when just necessary, such as talking to American or English strangers. This is why I found it hard to learn English, and there is still room for many improvements. At first I thought that once I studied English, I would learn quickly. But I found out it was hard because my tongue got used to speaking my native language. The hardest part was mastering the subject-verb agreement. Every time I speak, I struggle with evaluating whether the subject and the verb match. Sometimes I use verb with s when I refer to plural subjects. I also had difficulty understanding sentences that have very long subjects. For instance, A mountain range that sits between two larger mountains overlooking the valley is/are very beautiful. When my friend or anyone I talk to use this kind of sentence, I easily get lost from what he means to say. Thus, sometimes I misinterpret what he says. I guess the learning process took longer for me. But I am thankful that my experiences were training ground for the changes that took place. Also, the formalized learning from the classroom helped me a lot to learn another language (Smith). Little by little, I learned the right pronunciations of words. My teacher and my classmates and friends correct me when I wrongly pronounce a word or my sentence is grammatically incorrect. Reading has also helped greatly. I tried to understand what I read, and apply what I learned. I have also read short stories and I studied the way sentences are constructed. Learning from reading is advantageous. Aside from learning grammar, spelling, and understanding meaning from the books I read, reading has also opened my eyes to the many things that remained undiscovered to me. I can say that until the present time, I’m still learning. It has helped me greatly in dealing with day to day issues in the United States. Work Cited Smith, Mark K. 2003. â€Å"Learning Theory. † 26 February 2009 http://www. infed. org/biblio/b-learn. htm.

The War Room Essay Example for Free

The War Room Essay The documentary by D.A.Pennebaker and C.Hedgus investigates two sides of the medal associated with the presidential campaign of Bill Clinton. It gives an overview of pipe laying and backstreet intrigues performed by the representatives of Bill Clinton’s campaign. The chief person of the backstage side is James Carville. He is imposing and respectable manager of the campaign who stresses his logical ability to solve problems and emotional potential to override his followers. His persuasive way of speaking and charismatic personality outshines pale character of his partner George Stephanopoulos with whom they are responsible for the success of Bill Clinton’s political campaign of 1992. George Stephanopoulos is intelligent, dignified, mature person, who, however, lacks emotionality and public energy necessary to make electorate fall in love with him. Although perceived as inexperienced and excessively quiet person, George Stephanopoulos gives an impression of stability due to his belief that Bill Clinton will change the economic and political situation in the country for better. James Carville has enormous magnetism and wins over millions of people throughout the USA not only because of his inexhaustible intellect, but also because of his ability to logically prove his case. His speeches are characterized with pure genuineness and desire to explain difficult things and find common language with his listeners. The movie describes the efforts and decision-making of the two men with respect to Bill Clinton and his transformation from unpopular stranger to the American President. Improving the prestige of the future president among population, James Carville and George Stephanopoulos deal with numerous accusations of draft-dodging and adultery. To protect the authority of their leader, through the movie they compose professional and effective ads based on moral values and stereotypes of the American culture. During brief breaks they sometimes get a chance to have a snack as well as take a short nap at night. Actually, a big part of the movie grabs audience’s attention by depicting the professional activity of James Carville while he tries to smooth the situation with Gennifer Flowers, works on TV commercial, and carries on dialogs with the Republicans. Showing Carville’s girlfriend Mary Matalin who works as a strategist during Bush’s campaign, the director of the movie arouses interest among the audience. Pennebaker and Hedgus succeeded in their attempt to portray politicians as ordinary people who eat, drink, sleep, and hesitate discussing everyday problems common to people all over the world. Unlike news summary, the directors did not add voice to movie giving audience a chance to critically analyze what they see and independently form their own opinions. Contrary to general point of view regarding the cynicism and dishonesty of politicians the movie gives an insight into the whole process of political campaign intertwined with morality, warmth, and belief in future. Regardless of the fact whether the audience sticks to the Democrats, Republicans, or finds itself somewhere in between, the movie The War Room grabs attention of people highlighting human aspects of politics breaking down stereotypes about total mud and pessimism inside political circles. The directors have emphasized the role of people and their attitudes rather than the consequences of their actions, selfish ends, or lucrative impulses. Works Cited The War Room. Dir. D.A.Pennebaker C.Hedgus. Universal, 1992.

Features of Different Types of Early Childhood Program Models

Features of Different Types of Early Childhood Program Models Choosing a programming model, organizing the environment, and developing a program plan that is responsive to the needs of children, Early Childhood Educators, and families is a complicated and difficult process. ECEs must consider many elements of childrens development and combine their knowledge of child development with the preferred program model philosophy when planning an environment for children. It is important to know that many different program models exist and that each program model offers different features. Class Field trip We are going on a field trip! Tonight we are going to visit 3 different Early Childhood Programs. Each program is based on a different model or philosophy on how children learn and succeed. Waldorf Program Mode Montessori Program Model First Nations Head Start Program Model First Stop: Waldorf Program Model Founder Rudolf Steiner Waldorf Program Approach Curriculum and experiences come from the children and that knowing children well is essential to planning a learning environment that supports childrens whole development. Suggests that an arts-based curriculum supports childrens whole development, and so image, rhythm, movement, drawing, painting, poetry, and drama are core components. Because of the arts-based experiences, attention to the environmental aesthetics is necessary. Contrary to the thinking of many educators, Steiner pointed out that teachers do not provide experiences for students. Adults provide the conditions, such as the materials, space, schedule, and options, but the children lead the program design and implementation. Frequently asked Questions about the Waldorf Model: http://www.whywaldorfworks.org/02_W_Education/faq_about.asp What is Waldorf Education? Answer: Based on the work of Rudolf Steiner, the curriculum draws on the natural nature of children, with emphasis on childrens learning through imagination and fantasy. Academic content is held to a minimum while art and movement are the core elements of the curriculum What is the Preschool Kindergarten Waldorf Program Like? Answer: The goal of preschool and kindergarten is to develop a sense of wonder in the young child and reverence for all living things. This creates an eagerness for the academics that follow in the grades. The Waldorf Preschool; a time for imitation and play young children live in a rich world of play and discovery. They are completely open and deeply influenced by all that surrounds them. What they see and hear they imitate; unconscious imitation is the natural mode of learning for the preschool child. Everything around the child is absorbed. Accordingly, the preschool is a world of harmony, beauty and warmth. Toys in the preschool are made from natures gifts: wood, sea shells, stones, pine cones, lambs wool. The simpler the toys the more active the childrens imagination can be. Formal intellectual or academic schooling is excluded from the Waldorf Preschool. With an active imagination, energetic physical development, and a true curiosity for the world, children are best prepared for the challenges of formal schooling and later life. (Paraphrased from the South African Federation of Waldorf Schools) Preschool and Kindergarten activities include: storytelling, puppetry, creative play singing, dancing, movement games and finger plays painting, drawing and beeswax modeling baking and cooking, nature walks foreign language and circle time for festival and seasonal celebrations What about the Waldorf Program for Elementary and School-Aged Children? Answer: Elementary and middle-school children learn through the guidance of a class teacher who stays with the class ideally for eight years. The curriculum includes: english based on world literature, myths, and legends history that is chronological and inclusive of the worlds great civilizations science that surveys geography, astronomy, meteorology, physical and life sciences mathematics that develops competence in arithmetic, algebra, and geometry foreign languages; physical education; gardening arts including music, painting, sculpture, drama, eurhythmics, sketching handwork such as knitting, weaving, and woodworking What is unique about Steiner Waldorf education? How is it different from other alternatives? (Public Schooling, Montessori, Head Start, etc.) http://www.steinerireland.org/faq/#2 Answer: The aim of Waldorf schooling is to educate the whole child, head, heart and hands. The curriculum is as broad as time will allow, and balances academics subjects with artistic and practical activities. Steiner Waldorf teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in the service of teaching academics, an internal motivation to learn is developed in the students, doing away with the need for competitive testing and grading. Some distinctive features of Steiner Waldorf education include the following: Academics are de-emphasized in the early years of schooling. There is no academic content in the Steiner Waldorf kindergarten experience (although there is a good deal of cultivation of pre-academic skills), and minimal academics in first grade. Reading is not taught until second or third grade, though the letters are introduced carefully in first and second. During the elementary school years (grades 1-8) the students have a class (or main lesson) teacher who stays with the same class for (ideally) the entire eight years of elementary school. Certain activities which are often considered frills at mainstream schools are central at Steiner Waldorf schools: art, music, gardening, and foreign languages (usually two in elementary grades), to name a few. In the younger grades, all subjects are introduced through artistic mediums, because the children respond better to this medium than to dry lecturing and rote learning. All children learn to play recorder and to knit. There are no textbooks as such in the first through fifth grades. All children have main lesson books, which are their own workbooks which they fill in during the course of the year. They essentially produce their own textbooks which record their experiences and what theyve learned. Upper grades use textbooks to supplement their main lesson work. Learning in a Steiner Waldorf school is a noncompetitive activity. There are no grades given at the elementary level; the teacher writes a detailed evaluation of the child at the end of each school year. The use of electronic media, particularly television, by young children is strongly discouraged in Steiner Waldorf schools Tour: Waldorf Preschool: http://picasaweb.google.com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQ In Class Discussion What did you like about the Waldorf Program? Is there anything you didnt like about the Waldorf Program Model? Second Stop: Montessori Program Model Founder-Maria Montessori Montessori Program Approach Montessoris method requires teachers to conduct naturalistic observations and carefully prepare environments with experiences that become more complex and that are self correcting. Children will interact with materials described as work tasks. Children are given the choice of material that they wish to explore, and the adult demonstrate the steps to be carried out when using the new material. Then the children may use the materials, which focus on daily living, sensory, academic, or cultural and artistic experiences. An example of a work task in a Montessori classroom is polishing shoes. On a child-sized tray, the adult organizes the buffing cloth, the polish, and the shoes. The adult demonstrated to the children what each cloth is for, how to open the polish, how to dip the cloth into the polish, how to apply the polish, how to buff the shoe and to reapply polish. Once the demonstration is complete, children my pursue the work task independently. Frequently asked Questions about the Montessori Model What is Montessori Education? http://www.a-childs-place.com/faqs.html Answer: Montessori is a philosophy of education popular throughout the world that encourages and supports the unfolding of a childs maximum potential by assisting the child to educate herself at her own pace.   Its main beliefs are: each child is a unique individual and has the ability to explore her own capabilities given the right environment; children have sensitive periods for learning (i.e., for language, order, movement); very young children learn through their unconscious absorbent minds; observation is crucial; appropriate developmental environments and expectations are essential.   The philosophy respects the individuality of the child, her freedom and choice within limits.   The role of the adult in the environment is to assist the child to meet her needs thus leading her to explore her identity, independence and realize her full potential.   An environment is prepared to guide the child in self directed activities with hands-on sensory activities.   The concrete materials require movement and the use of his hands to develop his mind.   The philosophy respects the natural abilities and progression of each individual childs development. How does Montessori differ from traditional education? http://www.a-childs-place.com/faqs.html Answer: Montessori education differs from traditional education in many ways but probably the most fundamental difference is that Montessori is child-centered whereas traditional education is teacher-centered.   Please see the list of comparison below that has been adapted from the American Montessori Society: Montessori Education Traditional Education early start in school (2-3) late start in school (5-6) 3-year age range per class one age per class freedom to move about choose work seated at desks community atmosphere little socialization individual lessons large group lessons self-correcting materials teacher as source of answers natural, logical consequences rewards and punishments longer free work periods frequent interruptions enhanced curriculum limited curriculum progress of student as test peer comparison as test emphasis on learning emphasis on grades emphasis on individuality emphasis on conformity progress at individual rate annual promotion emphasis on selfcontrol teacher as disciplinarian PEACE in education corporal punishment strong school/home ties little parent involvement observation based progress reports graded report cards child centered schedule adult centered education Why does Montessori have mixed age groups? http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Mixed age groups free children to enjoy their own accomplishments rather than comparing themselves to others. Older children provide leadership and guidance, and benefit from the satisfaction of helping others. Younger children are encouraged by attention and help from older children. They learn through observation of older children. At the same time, older children reinforce and clarify their knowledge by sharing it with younger ones. Children easily learn to respect others, and at the same time develop respect for their own individuality. This interaction of different age children offers many occasions for building community, as well as nurturing the development of self-esteem. This encourages positive social interaction and cooperative learning. With mixed age groups and individualized teaching how do Montessori teachers keep track of all the children?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: The Montessori method is based on scientific observation. A key aspect of a Montessori teachers training is learning how to systematically observe when a child reveals an especially strong interest towards a piece of knowledge or skill. Teachers observe for childrens independence, self-reliance, self-discipline, love of work, concentration and focus. They also observe for the mood of the class an overview of the mood of the whole class as well as the mood of individual children. In addition to keeping observation notes, teachers keep records of lessons presented to individual children and record childrens progress in working toward mastery of skills. Is there too much individual work in Montessori? Do children learn how to get along with others?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Montessori children are free to work alone or in a group. Although younger children do often choose to work alone as they master challenges, there are many aspects of Montessori schools that help children learn to get along well with others. They learn to share. They learn to respect each others work space. They learn to take care of materials so other children can learn from them. They learn to work quietly so others can concentrate. And they learn to work together with others to take care of the classroom. As they get older, most children choose to work in small groups. Tour: Montessori Preschool How are Waldorf and Montessori Models Different? Please take some time to read the following article titled Waldorf vs Montessori. How are the programs the same? How are the two different? http://www.jnorth.net/mindmaps/personal/parenting/parenting%20research/Waldorfvs.Montesorri.html Dear Class: If you are interested in learning more about the Montessori Method please take sometime and enjoy the information provided below: The Video is a youtube video so some of your computers may not open it up. Montessori Video: http://www.youtube.com/watch?v=OM1Gu9KXVkk The Montessori Method-The Classroom: http://www.circleofinclusion.org/english/approaches/montessori.html Head Start Approach: http://www.hc-sc.gc.ca/fniah-spnia/famil/develop/ahsor-papa_intro-eng.php The Aboriginal Head Start On Reserve initiative is designed to prepare young First Nations children for their school years, by meeting their emotional, social, health, nutritional and psychological needs. This initiative encourages the development of projects that are comprised of the following program components: culture and language, education, health promotion, nutrition, social support and parental involvement. The program encourages the development of locally controlled projects in First Nation communities that strive to instill a sense of pride and a desire to learn; provide parenting skills and improve family relationships; foster emotional and social development and increase confidence. It is also designed to assist parents enhance their skills which contribute to their childs healthy development. Frequently Asked Questions about the Aboriginal Head Start Model First Nations Head Start Standard Guide What is the objective of Aboriginal Head Start? Answer: To provide First Nation children with the opportunity to develop their physical, emotional and social needs in a culturally relevant environment. The goal of Head Start is to provide all children with a safe, nurturing and enjoyable learning environment that supports their development with the skills and knowledge necessary to succeed in their present environment, in school and in life. Does the Head Start model see Parent(s)/Guardian(s) as important to a childs learning? Answer: Head Start will provide First Nations parent(s)/legal guardians/extended family with assistance and support in acquiring good parenting and life skills through activities such as workshops and information sessions. Parent(s)/legal guardian(s)/extended family are important partners in the process of planning and implementing a curriculum, and are crucial in reviewing the effectiveness of it. What does a Head Start Curriculum Include? Answer: It is recommended that First Nations Head Start projects establish a curriculum that reflects the developmental needs of the children of the program as well as the six program components: nutrition, education, family involvement, social supports, health promotion and culture and language. Development of a curriculum may also include input from an early childhood education specialist, parent(s), Elders, cultural advisor and/or other appropriate resource person(s). A curriculum may include, but not limited to the following components: provide opportunity to learn through play provide a balance of structured learning environments and natural environments provide opportunity to enhance school readiness skills and cognitive development supports fine and gross motor development uses lots of teaching materials including, but not limited to age and culturally appropriate books, videos, computer programs, toys, guest speakers provides learning experiences through food preparation and through sampling a variety of nutritious foods including traditional foods encourages role playing and dramatic play encourages conversation and language skill development provides the opportunity for the children to express their feelings, concerns, ideas and fears provides learning experiences that are age and developmentally appropriate and respective of the individual child provide learning experiences that are culturally appropriate provides opportunity to further develop socialization skills provides learning opportunities to develop child awareness of safety in the home, at school and in the community allows for creative expression through art, music, dancing, singing and storytelling provides opportunity for sensory learning including touch, taste, smell. sight and hearing provide both indoor and outdoor activities and learning experiences Components of Quality Programs In Class Activity Your friend is returning to work after having been a stay-at-home parent. You have been asked to visit a child care center for this friend to determine if it is a quality center, one that you would recommend for her child. What indicators or aspects of quality will you be looking for? Quality Indicators Quality Indicators are predetermined outcome measures used to determine the level of quality to be achieved or that has been achieved. Indicators of Quality Personal suitability and educational preparation of early childhood educators The Canadian Child Care Federation indicates the need for early childhood educators to have experience and formal post-secondary studies in early childhood education. ECE participate in continuous learning that supports their ares of interest, specialization, or identified needs. They mentor new ECE entering the field Early learning and child care environments Early learning and child care programs respond to childrens needs by offering continuous opportunities for learning and nurturance. The goals of the service or determined by the needs of the children and the shared philosophies of parents and care providers. All practices that take place are based on sound child development theories and practices. Group size and ratios Small group sizes support the quality of interaction among children, peers and adults, and they provide more opportunities for each child to have a one-on-one conversations with ECEs. Adult interactions The early childhood educator develops and nurtures an open, friendly and informative relationship with each childs family and encourages their involvement. ECEs believe in mutual respect, trust, and co-operation among colleagues, peers, families, and community partners. Health and nutrition Effective health and nutrition principles and practices are role modeled on a daily basis Safety ECEs examine indoor and outdoor play space and programming strategies to ensure that safety practices are being followed, while allowing and encouraging children to take safe risks. Partnership Early learning an child care staff form partnerships among parents, colleagues, all levels of government, training institutions, and provincial, territorial, and national organizations related to early learning and child care. Respect for cultural values and diversity Early learning and child care settings incorporate family and community cultural attributes into the program. Assessment and evaluation Early learning and child care programs establish a process for evaluating and assessing all aspects of their program delivery. Action plans are developed, implemented, and evaluated at frequent intervals as a way to monitor the intended change in practice. Family support Early childhood educators respect and support the needs and attributes of families Elements of Quality Environments Traditionally three critical elements were used to identify quality Early Childhood Programs: the adult/child ratio the number of children in a group the staffs professional education Types of Quality Structural Quality adult/child ratios maximum group size educational training of the staff Process Quality relationships developmentally appropriate activities caregiver consistency parent involvement warm, sensitive nurturing care giving Caregiver Characteristics Education Experience includes ongoing professional development ECEs who have post-secondary education in ELCC tend to be more responsive to the children, provide children with stimulating activities that are developmentally appropriate support the parents Stability Job Satisfaction caregiver continuity is important for infants toddlers because they are in the process of forming attachment relationships ECEs that are satisfied with their new jobs are more likely to provide encouragement and guidance. Contextual Factors infrastructure directors/coordinators administrative style and the organizational climate wages working conditions such as paid preparation time, opportunities for professional development and appropriate adult child ratios government regulations and funding community relationships family involvement Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 04-Nov-2010 glossary copyright

Translating for Social Change :: Essays Papers

Translating for Social Change Frequently in "Feminist Political and Social Thought" taught at SUNY Albany, by Dr. J. Hobson, I found myself simultaneously inspired and frustrated by the theory we were assigned to read. Authors such as bell hooks, Uma Narayan, Ann Russo, Kimberly Crenshaw, Andy Smith, John Stoltenberg, and Judy Baca did such wonderful jobs of pointing out the problems of perspective that stymie the feminist movement from achieving its goal to facilitate the bonding of the oppressed across differences, in order to overcome all oppressions. Unfortunately when combing through these authors intricately written, often jargon-ridden words, it was difficult to make practical sense of their insights. I understood what many of them were saying and in many cases I couldn't agree more, only I could barley imagine how these theories might be applied to real life scenarios. Furthermore, it was difficult for me to see how much of this would come to any use-say the next time someone made a racist, homophobic, We stern-centric, sexist comment at work, or at the Thanksgiving dinner table for that matter. How could I possibly communicate the things that had been discussed in the classroom, laced with words like paradigm, praxis, pedagogy, and a completely deconstructed concept of the word "culture"? All these things would need an introduction of their own-and that may work in a classroom-but rarely in a conversation! In this essay I will approach the issue of communicating themes Women's Studies and other relatively obscured disciplines concerned with social change outside of academia, where jargon-laden talk will not work. In her essay "Educating Women: A Feminist Agenda" bell hooks asserts that a feminist movement to end sexist oppression that ignores communication with the majority of women and men (i.e. those outside of academia) is a movement that has no hope of realizing its goals for social change. Hooks contends, "The ability to "translate" ideas to an audience that varies in age, sex, ethnicity, degree of literacy is a skill feminist educators need to develop . . . Difficulty of access has been a problem with much feminist theory" (111) One educator/activist who demonstrates hooks' idea in his teaching techniques is Glenn Omatsu. However as an educator Omatsu does not put the onus of translation solely on himself, he holds his students responsible for translating what they have learned in the classroom for people outside of the classroom and in the community beyond the university campus.

Robert Frosts The Oven Bird Essay example -- Robert Frost

Robert Frost's The Oven Bird In his 1916 poem "The Oven Bird" (Baym, Vol. D 1188), Robert Frost chooses a title that presents a single, natural image of a particular species of bird. The title not only identifies this "mid-summer and...mid-wood" bird as the "singer everyone has heard" in the first line, it also establishes the "nature image" as a main theme in the poem. The bird's song presents images of "solid tree trunks," "flowers," and "pear and cherry bloom," while imposing its individual voice on the landscape. This motif is a defining characteristic of many romantic writers, including the transcendental writers of the nineteenth century American Romantic period. In his little book Nature, Emerson writes, "I am the lover of uncontained and immortal beauty....In the tranquil landscape...man beholds somewhat as beautiful as his own nature....Nature always wears the colors of the spirit" (Baym, Vol. B 1108, 1109). Emerson endows nature with everlasting life, beauty, and passion. Therefore, he feels that he (a nd everyone else) can realize and experience the beauty of human existence by immersing himself in the landscape. And, like the oven bird, he imposes himself on the landscape through his individual essence (in Emerson's case his spirit). Despite the initial parallels with the Emersonian persona, the bird's song takes life and beauty away from the natural images that it describes, denying the immortal quality of nature. In "The Oven Bird," several natural images, traditionally symbolizing strength and beauty, construct a romantic landscape. But, these images are individually deconstructed, leaving the natural scene as a whole barren and hollow. Frost crafts a poem that is dependant on nature for both its subject and it... ... he holds on to the romantic notion that nature reflects the human experience. Where Emerson says, "I am nothing. I see all" (1109), Frost would say, "I am nothing. I see nothing." Therefore, in "The Oven Bird," Frost reconstructs the romantic perspective of the nature image by removing the romantic ideals of immortal beauty and spirituality that are associated with the perspective, and imposing the modernist zeitgeist upon this traditionally romantic subject. Works Cited Frost, Robert. "The Oven Bird." The Norton Anthology of American Literature. Volume D. Ed. Nina Baym. New York, London: Norton, 2003. 1188. Emerson, Ralph Waldo. Nature. The Norton Anthology of American Literature. Volume B. Ed. Nina Baym. New York, London: Norton, 2003. 1106-1134. "Oven-Bird." Birds of Eastern North America. 17 November 2003. http://www.aboutbirds.org.html.

Christianity and Liberalism by Gresham Machen-Machen Essay -- biography

Biography of Gresham Machen Machen was born in Baltimore, Maryland, in 1881. In 1898, Machen enrolled at Johns Hopkins University and became a brilliant scholar. In addition, Machen obtained theological studies in Germany in 1905 where he being thrown into confusion of his own faith because of the influence of the liberalism. After returning from Europe, In 1906, Machen join as an instructor in New Testament at Princeton Seminary. Machen’s work in the 1920s was divided between his time at Princeton Seminary and his political work with Presbyterians. In addition to Christianity and Liberalism, Machen works are such as The Origin of Paul’s Religion, What is Faith, New testament Greek for Beginners, The Virgin Birth of Christ, The Christian Faith in the Modern World, and The Christian View of Man. In 1923, Christianity and Liberalism was first published in a middle of major controversy in a Presbyterian church over the issue of theological liberalism. Throughout Machen’s entire carrier and all of his writings, he asked the same question: why does the liberal stay in church, when they don’t believe the history of Christianity. At the end result, Machen was kicked out from church by the liberals. He ended up leaving a seminary which was captured by the liberals and left a Presbyterian church which was also captured by the liberals. And he formed the Westminster Presbyterian Theological Seminary and as well as the Orthodox Presbyterian Church. Machen died in 1937 at the age of 55. Purpose of Christianity and Liberalism The purpose of Christianity and Liberalism was to defend that orthodox Christianity and Liberalism are two distinct religions. Machen was conservatism, and in the book he compared the teaching of historic biblical Chr... ...spel. Machen argues the church should be open for individuals so that they can hear the Gospel and not establish a closed door policy to church service. However, Machen is critical and sensitive of the individuals who serve in the church. The church leaders should be ordained and must maintain the integrity of the church. Machen strongly encourages the church to carefully screen candidates for ordination to critically examine beliefs. As Machen discusses if one disagrees with the integrity of the church, the church should not accommodate the disagreement to keep the purity of the church. In conclusion, the church is appointed and maintained divinely body of regenerated believers who sustain the true doctrine of God, humanity, Scripture, Jesus Christ, and salvation which are absolutely non-negotiable. Works Cited Machen, J.G. (2011). Christianity and liberalism.

Data Analysis – Viscosity

Data Analysis – Viscosity Introduction: My aim it to find out the different types of liquids are more or less viscous than each other and why. Some liquids flow more easily than others do. For example, honey is very â€Å"thick† and flows very slowly. Water is thin and flows very quickly. So honey is more viscous than water. Liquids that are made up of small molecules have a low viscosity and liquids with long chain molecules (such as plastics) have a much higher viscosity. The viscosity of materials generally decreases with increasing temperature. (EXAMPLE) A definition of viscosity; â€Å"Viscosity is a measure of a fluid's resistance to flow.It describes the internal friction of a moving fluid. A fluid with large viscosity resists motion because its molecular makeup gives it a lot of internal friction. A fluid with low viscosity flows easily because its molecular makeup results in very little friction when it is in motion. Gases also have viscosity, although it is a little harder to notice it in ordinary circumstances. † (1) As temperature increases, the average speed of the molecules in a liquid increases and the amount of time they spend â€Å"in  contact† with their nearest neighbours decreases. Thus, as temperature increases, the average intermolecular forces decrease.The exact manner in which the two quantities vary is nonlinear and changes abruptly when the liquid changes phase. (2) I am going to use the following alcohols: Ethanol Propanol Butanol Pentanol Hexanol Heptanol Octanol Decanol As there are many of them I am not going to use all of them, only a couple, because it would take time doing all of them, also we don’t have a lot of time in our lesson. Aim: My aim is to find out why some liquids flow more freely than others I am also going to investigate the different alcohols. Hypothesis: I predict that the more carbon molecules it has the less viscous it is.So it would take longer to flow. It is because of the types of alcohol. For instance Propanol is less viscous than Octanol. Preliminary experiment: I carried out a preliminary experiment with different alcohol for each experiment. We did this experiment only once just to get an idea of which experiment seemed the best for us to do. The results are shown in the table way below. Aim: The aim of this was to find out which experiment we wanted to do and which seemed the best to us also which one was fairer and would be easier for us to do and explain why we chose the experiment we did.Prediction: Once I saw our teacher show us the experiment I thought the Tilt Test would actually be ‘cool’ to do but I didn’t want to make my mind up just yet so I tried all of them out. I predict that once you go down to the alcohols with the more carbon lengths are more viscous. Apparatus used: * Alcohols; * Ethanol (2), * Propanol (3), * Butanol (4), * Pentanol (5), * Hexanol (6), * Heptanol (7), * Octanol (8), * Dectanol (10)) For Til t Test: * White tile * Clamp Stand * Pipette * Gloves * Stopwatch * China graph Pencil For Glass Tubing: * Clamp Stand * Blue Tack Air Bubble * Stopwatch * Gloves * Clamp Stand For Ball Bearing: * Ball * Test Tube * Bung * Test Tube Rack * Stopwatch * Gloves Method: Ball bearing: 1. Hold the bung with your thumb and turn it. 2. Quickly time the time taken for the ball to move up. 3. Write down the time taken. Tile Test: 1. Mark the tile from the top horizontally same for the bottom. 2. Get the alcohol and put a drop at the top before the black line so you can measure it easily. 3. Time the time taken for the liquid to flow down at your finish line. 4. Then write down the time taken. . Wipe off the liquid and start again from No. 2. Glass Tubing: 1. Turn the tube upright by holding the clamp not the tube. 2. Time the time taken for the bubble to move up 3. Write down the time taken. Fair test and Safety: Results: Tilt Test: Chemical| Time Taken (1)(Seconds)| Time Taken (2)(Seconds)| Time Taken (3)(Seconds)| Mean(Seconds)| Ethanol (2)| 20. 16| 20. 28| 20. 16| 20. 20| Propanol 2-ol (3)| 30. 00| 12. 52| 28. 79| 23. 77| Butanol (4)| 10. 5| 19. 42| 15. 94| 15. 30| Heptanol (7)| 18. 52| 15. 72| 20. 12| 18. 12| Octanol (8)| 31. 03| 12. 9| 19. 52| 21. 08| Glass Tubing: Chemical:| Time Taken (Seconds):| Ethanol (2)| 20 seconds| Butanol (4)| 28 seconds| Hexanol (6)| 48 seconds| Pentanol (5)| 39 seconds| Octanol (8)| 54 seconds| Ball Bearing: For ball bearing it was really hard to time the amount of time it took to fall as it was really fast. So we could write down our results quick enough. Conclusion: We chose to do ball bearing as it was really fast and we hardly had any time to time it also because thought it was an unfair test as we couldn’t time it probably and we could get it wrong.We chose not to do glass tubing because it was hard turning the clamp stand around plus it was really slow and took long to time. We chose to do tilt test as it seemed the fairest test out of the 3. Also we could change a few things so it would be fairer, like mark a point on the pipette so we get the same amount of alcohol on the tile etc. and wipe of the liquid later. Plus it would be good for a group of 3 as there are 3 jobs that we could do like putting the alcohol on the tile, timing the time taken for it to go pass the finish line also to note down the time taken and draw the table.Real Experiment: Aim: Prediction: Apparatus used and Justification: * Alcohols; * Ethanol (2), * Propanol (3), * Butanol (4), * Pentanol (5), * Hexanol (6), * Heptanol (7), * Octanol (8), * Dectanol (10) * White tile – We used this as it would be clearer to see than a black tile. * Clamp Stand – To keep the tile in the same position to keep it a fair test. * Pipette – to keep the measurements of the alcohol on the tile. * Gloves – To not get any of the liquid on our hands and also because of the safety. Stopwatch – To time the length of the time taken for the liquid to travel down the tile and it seems fair as we aren’t doing it in our heads because we could count slowly or faster than an actual second. * China graph Pencil – It is easier to see and to stop the pencil from dissolving as the marks did this. Method: 1. Mark the tile from the top horizontally same for the bottom. 2. Get the alcohol and put a drop at the top before the black line so you can measure it easily. 3. Time the time taken for the liquid to flow down at your finish line. 4.Then write down the time taken. 5. Wipe off the liquid and start again from No. 2. Fair test and Safety: Results: Conclusion: We marked the pipette so we got the same amount of solution each time to keep it a fair test. We kept the tile at the same height; we changed the types of alcohols. We thought it wouldn’t be fair if we left the alcohol on the tile so we wiped it off after every alcohol we used even if we had to use the same alcohol we still wiped it a s it would be unfair because that alcohol would’ve had more liquid so it could make it faster or even slower.We also kept the maker at the same starting and ending point. We had 3 people in our group, so we did the experiment 3 times so it was fair as we would be changing around what everyone did for instance, putting the liquid on the tile, timing th length it take =s for the alcohol to come down and also writing the time taken down. It was goo as if someone did it wrong we wouldn’t done it again but with a different person doing something different. Evaluation: We were all safe as we used gloves so the alcohol didn’t touch our fingers. We tied our hair back so it wasn’t flying around everywhere.We put our chairs under the table so no one got hurt and we had more room. We made sure the clamp stand was in the middle of the table so it doesn’t fall on anyone’s foot. We also made sure that the tile wasn’t loose so it wouldn’t fal l. I’d say we were 99. 9% safe! The tile wouldn’t stay on so it was at different length but one of us held it steady as one of the sides were up and the other was on the table. We measured it every time we used a different alcohol so it was at the same height each time. Next time we could just put it steady on one angle then measure it instead of doing it the other way.I guess my results are about right as my range bars ion my graph are quite close together, some more than others. So they are quite accurate. I think there are two outliers which are Propan 2-ol (2nd Try) and Octanol (1st Try). It was probably a silly mistake that we did, or it could’ve been the temperature of the room. We all did try the experiment and we did different things such as timing the amount taken for the alcohol to go down, getting the liquid in the pipette and putting it down on the tile and also noting down the time taken.One of us could’ve timed it before or after the alcohol was put on the tile, either that or the amount was too much or too less. Also some of them did evaporate when it nearly got to the end. I think from a scale from 1-10 my results would be a 6 with 10 being the most accurate and 1 being inaccurate. Next time I could measure the temperature and go into a room with no windows and nothing that’s going to affect the temperature so it’s always the same temperature. I could use the same pipette each time. References: 1. http://www. rinceton. edu/~gasdyn/Research/T-C_Research_Folder/Viscosity_def. html (date accessed 20th March 2013 – 15:25) 2. http://physics. info/viscosity/ (date accessed 20th March 2013 – 15:33) 3. http://chem4652011. webs. com/chem465-2. gif (date accessed 20th March 2013 – 15:44) 4. http://upload. wikimedia. org/wikipedia/commons/thumb/b/b8/Propanol_flat_structure. png/640px-Propanol_flat_structure. png (date accessed 20th March 2013 – 15:41) 5. http://upload. wikimedia. org/wi kipedia/commons/4/4b/Butanol_flat_structure. png