Student Calculator Use The Need For Limitations Education Essay

Math is an built-in portion of life. Worlds can non travel through life without utilizing math in some form or signifier, whether it is numbering money to pay the dinner measure, adding up the sum of money collected in a fundraiser or ciphering beforehand equations as a atomic applied scientist. Calculators have besides become an built-in portion of life. Calculator usage in schools has been a footing for argument for about 40 old ages. Calculators can profit or function as crutches for society. They prove good in rushing up computations when paying measures and taking trials. However, they can besides be a hinderance. Peoples frequently become so dependent on reckoners that they begin to lose the ability to execute simple mathematical equations such as 15 times three peers 45. Students are affected by reckoner usage to a higher grade than anyone else because they are in categories where they are required to cipher, job solve, and analyze every twenty-four hours. Calculators can be h elpful ; nevertheless, the usage of reckoners, by pupils in all classs, should be limited. Overexploitation of reckoners frequently leads to student loss of assurance in mathematical accomplishments and abilities, a misinterpretation of the function and map of the reckoner, and overdependence on reckoners as tools merely. Many pupils and grownups, including instructors, believe extended usage of reckoners should be a demand in mathematics categories. Several provinces, including North Carolina, now require the usage of charting reckoners in the course of study and on province trials while others allow, but do non necessitate reckoner usage. Dion et Al. showed that over â€Å" aˆÂ ¦95 % of schools surveyed allowed or needed reckoners in their Algebra I classes, 98 % allowed or needed reckoners in their Geometry categories, 99 % allowed or needed reckoners in Algebra II and 99.9 % allowed or needed reckoners in their Pre-Calculus/Trigonometry categories † ( 429 ) . Many instructors allow pupils to hold unlimited usage of reckoners in their schoolrooms and believe that pupil reckoner usage makes larning mathematics more interesting to pupils ( Brown et al. 106 ) . These facts reflect the positions of many sing the demand for consistent reckoner usage in the schoolroom, nevertheless, the argum ent furies on. Even though many pupils, instructors and parents argue that there should be reckoner usage in the schoolroom, they agree that usage should be limited to some extent. What they do non cognize, is where to pull the line. The changeless usage of reckoners present many possible jobs in larning experiences, including but non limited to dependence, overexploitation, and the procedure of forcing buttons instead than executing mathematical calculations. Most pedagogues concede that reckoner usage should be accompanied by direction, mold and pattern. As a hereafter mathematics instructor, I consider reckoners to be effectual when introduced and implemented decently in the schoolroom. A combination of direction with reckoner usage promotes more effectual and efficient applications of mathematical schemes and processs by pupils. Ineke Imbo et Al. researched different math jobs and persons to see how elements like job size, operations, gender, pattern, accomplishment, and reckoner usage influence simple arithmetic public presentation. It was found that â€Å" procedural schemes were performed faster when job size was smaller, arithmetic accomplishment was higher, and reckoner usage was less frequent ( Imbo et al. 458 ) . This substantiates the demand for restricting the usage of reckoners by pupils. Subjects in the research of Imbo et Al. were studied in footings of choosing and put to deathing retrieval ( what is known ) and procedural ( the procedure of working jobs out ) schemes on an arithmetic accomplishments undertaking, trial, and questionnaire. â€Å" Students who used reckoners often showed low retrieval and procedural efficiency degree but did non differ in scheme choices ( Imbo et al. 459 ) . The consequences showed that pupils frequently selected good schemes for job resolution but the pick of s cheme did non ever produce effectual or efficient processs or procedures for work outing jobs, and the figure of processs identified in making math is limited by reckoner usage. Imbo et Al. related frequent reckoner usage to hapless arithmetic public presentation for both immature kids and grownups in this research ( 460 ) . This hapless arithmetic public presentation, enhanced by frequent reckoner usage, frequently prefaces mathematically related assurance issues in pupils. Many pupils struggle with math and develop a disfavor for it because they lack assurance in their mathematical accomplishments. Unlimited usage of reckoners often helps construct a feeling of insufficiency or give pupils a false sense of assurance ( Porchea 118 ) . Calculators are non meant to, and can non, work out all math jobs in schoolrooms despite the fact that many people think so. Dion et Al. reported in her surveies that â€Å" few points on the instructors ‘ tests really required reckoners to work out † the jobs ( 433 ) . Since trials do non reflect the demand for reckoner usage, it is degrading to presume pupils need reckoners in order to execute mathematical operations. This degradation of ability lessens the assurance degrees of pupils in mathematical operations. Lack of assurance mathematically is compounded by assurance issues in executing computations with reckoners. Research besides shows that pupils are frequently uncomfortable utilizing reckoners. Berry and Graham analyzed pupils ‘ key strokes on reckoners as they took trials ( 143 ) . They found that pupils did non â€Å" create strategies or ways of working that incorporated the reckoner † ( Berry and Graham 143 ) . Even though there were jobs on the trials that required certain types of computations within the ability of the reckoner, cardinal shot analysis showed â€Å" virtually no grounds of these being done on the artworks reckoners † ( Berry and Graham 143 ) . When pupils were interviewed and asked about this they replied that â€Å" while they knew how to utilize the reckoner to transport out statistical trials, they did non experience wholly confident in making this † ( Berry and Graham 143 ) . Berry and Graham ‘s research discloses that pupils who lack reckoner cognition, abilities and assurance lack the same in respects to math. This has many deduct ions for instructors. Porchea ‘s survey indicated that instructors spent an copiousness of clip reassuring pupils on their usage of reckoners and supplying elaborate account refering pupils ‘ completed undertakings on the reckoner ( 50 ) . Quesada studied seven hundred and 70 pupils in college pre-calculus categories ( 206 ) . The control group survey required the usage of scientific reckoners and a regular math book. The experimental group used one type of charting reckoner and a text edition designed for charting reckoners. The experimental group scored higher on the concluding test than the control group. Consequences of the survey argued that the usage of the graphing reckoner and designed text edition facilitated apprehension, provided ability to look into replies, and saved clip. However, the pupils that used charting reckoners performed somewhat worse in the category than in old math categories ( Quesada 212 ) . Students voiced that they were concerned that while there were advantages t o graphic reckoner usage, they did non experience prepared for the following degree math class and sensed they were excessively dependent on the usage of reckoners in category. This demonstrates pupils ‘ deficiency of assurance in reckoner applications and their abilities to calculate mathematical jobs, even when having direction on reckoner usage and integrating of reckoner accomplishments in categories. Students must larn to utilize reckoners to the fullest extent to profit from the engineering. The Theory of Instrumentation, introduced by Berry and Graham, discusses reckoners as tools or instruments ( 141 ) . If, when utilizing a reckoner, pupils incorporate techniques to work out jobs the reckoner becomes a tool utilised to finish a undertaking. When a â€Å" strategy † or program is constructed by pupils while utilizing the reckoner, it evolves into an instrument ( Berry and Graham 1044 ) . The difference between pupils utilizing a reckoner as an instrument or tool shows whether they understand the capablenesss of the reckoner. They use this cognition to program and strategize a solution to a job ( instrument usage ) or they may be calculator smart and know all of the right buttons to force to acquire an reply ( usage as a tool ) . When pupils are utilizing the reckoner as an instrument they are making a solution to a job. Students frequently view calculator actions to be wholly separate from mathematical calculation and job resolution. Most pupils use reckoners as tools. Teachers should anticipate and demand reckoner usage as an instrument in their schoolrooms. When reckoners are used as instruments, pupils demonstrate cognition of how the reckoner works and what it can make. Berry and Graham studied 12 pupils as they worked on a set of two undertakings and found, through their key strokes, â€Å" that the pupils were excessively reliant on the reckoner without cognizing many of the anomalousnesss it may bring on † ( 146 ) . No strategy or program was evidenced by their key strokes, because the pupils did non make ways of working that incorporated the usage of the reckoner as an instrument ( Berry and Graham 142 ) . Students utilized the reckoner as a tool to happen an reply, non as an instrument to invent a program to work out a job. In Berry and Graham ‘s surveies, usage of the reckoners as tools impacted the pupils, but unluckily pupil cognition and understanding ne'er impacted how the reckoners were used ( 142 ) . Datas from McCulloch provides grounds that many pupils perceive the graphing reckoner to be a â€Å" tool that is of import because of its ability to decrease the thought involved in work outing a job † ( 43 ) , and they besides consider reckoners to be efficient tools in work outing jobs rapidly ( McCulloch 87 ) . The usage of a reckoner offers pupils a assortment of powerful new acquisition and job resolution schemes, but as a tool, it diminishes the demand for the pupil to get a high grade of accomplishment in symbol use ( Katsberg and Leatham 29 ) . Students must be knowing about reckoners to utilize them as instruments to happen ways to work out mathematical jobs. Whether reckoners are used by pupils as tools or instruments, they are merely every bit smart as their users and can merely execute operations when manipulated to make so. Therefore, pupils must understand the function and maps of the reckoners to utilize them efficaciously and expeditiously. The deficiency of cognition about the maps and problem-solving techniques of reckoners frequently consequences in pupil abuse and mistakes. While pupils know the basic procedures of reckoners, they are non cognizant of the particular maps, keys, and characteristics reckoners have, or the function of these in the usage of the reckoner to work out jobs. Students rarely go beyond the functionality of the reckoner to research the potency or restraints of the engineering. Berry and Graham revealed that pupils in their instance surveies were incognizant of many of the characteristics of the reckoners even though they had entree to and used reckoners every twenty-four hours in category. The pupils besi des made errors that would non hold been made without the usage of a reckoner. The advanced operations of reckoners, such as screen size and trigonometric maps, were ne'er explored by the topics in the surveies of Katsberg and Leathman ( 27 ) . For illustration, the pupils were required to chart a map and because they did non cognize to alter the screen size of the reckoner they graphed the incorrect map as their reply. They knew what the map should look like but because the reckoner showed them otherwise, they assumed the reckoner was right. If they had a on the job cognition of the maps of the reckoner, the pupils would hold known to alter the screen size. If they would hold graphed the map by manus, they would hold realized their error. In Katsberg and Leathman ‘s research, charting reckoners were found to be used predominately to look into algebraic solutions, find solutions diagrammatically, and to chart maps. When pupils understand the function and maps of reckoners, the y are comfy utilizing scheme and applications to work out mathematical jobs. Katsberg and Leatham ‘s research besides indicates that pupils become baffled and overwhelmed as they attempt to incorporate their cognition of mathematics with their developing apprehension and usage of a reckoner ( 28 ) . Brown et al. indicated through their research that instructors of high mathematics classs worry that reckoner usage by pupils may be a manner of acquiring replies without understanding mathematical procedures ( 102 ) . The bulk of the clip pupils do non utilize old cognition to work out jobs utilizing the reckoner. â€Å" When utilizing a in writing reckoner the pupils seemed to hold forgotten what they learned when they foremost started out plotting graphs † ( Berry and Graham 146 ) . There is a broad graduated table difference in the ability to work out a job utilizing a reckoner and the application of cognition and accomplishment to work out mathematical jobs through critical thought and reckoner applications. Berry and Graham found, through the keystroke research, that pupils frequently adopted a button pressing experimental scheme to work out jobs alternatively of understanding the procedure ( 147 ) . Dion et Al. reinforced this by reasoning that â€Å" The debut of reckoners into the course of study needfully invites pupils to larn keystroke instead than constructs † ( 433 ) . It is of import to separate between reckoner proficiency and the mathematical ability of pupils. The demand for pupils to regularly write down their work and reflect, instead than merely acquire the reply to a job, stems from this deficiency of pupil understanding in what a reckoner can make and how it is used. Quesada et Al. observed that pupils tend to automatically get down to seek to diagrammatically work out jobs alternatively of work outing them algebraically when reckoner usage is allowed in categories ( 213 ) . Students who were interviewed in McCulloch ‘s instance surveies indicated that â₠¬Å" reckoner usage is a security cyberspace sort of thing † supplying a opportunity to plug- in Numberss to happen replies when needed ( 2 ) . What follows is a false sense of security sing mathematical abilities and accomplishments. Calculator usage does non guarantee that a pupil is mathematically adept merely like the ability to make math does non bespeak strength in reckoner accomplishments My experience traveling through school supports my statement that reckoner usage in schools should be limited. Throughout my in-between school old ages we were allowed to utilize a TI-15 trade name reckoner. Slightly more advanced than a scientific reckoner, it allows for calculating and simplifying fractions and utilizing per centum marks. We seldom used them in category or on prep assignments. Due to the limited usage of the reckoners in in-between school, my Algebra I category during my first-year twelvemonth of high school was a zephyr. However, as a ten percent class high school pupil, TI-83 reckoners were required. TI-83 ‘s, available in every schoolroom, were used every twenty-four hours from that point frontward in my high school calling. Access to a reckoner at all times, fostered a dependance on utilizing it for a good sum of the work I did. When I arrived at North Carolina State University I was shocked that I was non allowed to utilize a reckoner in my math categori es. During my Calculus I category last semester, reckoner usage was non allowed in category at all, for any ground. Limited reckoner usage has continued this semester in my Calculus II category. I frequently find myself holding to re-study certain facets of mathematics because I became so dependent on my reckoner in high school. It was, and is non, an easy thing to make. College math professors move through stuff rapidly and supply small review clip in category. More research should be done to accurately show how reckoner usage in schools is impacting pupils, separately and as a whole, from the clip of passage from in-between school to high school and through graduation from high school. Calculator usage should be limited due to the many jobs pupils face when utilizing them. Even with the North Carolina Department of Public Instruction ‘s authorization of reckoner usage in the schoolrooms, limited usage could be easy implemented. Teachers could delegate reckoner inactive prep and force pupils to demo all of their work. Another option would be to do assigned trials calculator inactive but allow clip for pupils to utilize the reckoner to look into their work one time they have finished the trial. Students might besides be required to demo all of their work on trials and quizzes with the reckoner available to them for usage. Restrictions could be set on reckoner usage by non leting the reckoners when pupils are larning new stuff. Checking work with the reckoner after quizzes, where reckoner usage is prohibited, might supply a great teaching minute as pupils begin to larn how they can look into their work or execute these undertakings accurately on the reckoner whi le reflecting on the completed work. The usage of a reckoner can do negative effects, but is non normally harmful until pupils become dependent and think they can non carry through mathematical undertakings and trials without them. If instructors do non necessitate pupils to demo their work on a regular basis, so they can non claim command of accomplishments in mathematics. Besides, instructors can non anticipate their pupils to claim command of mathematical accomplishments. With the restrictions above, or if instructors design their ain originative restrictions, the pupils ‘ mathematical ability will be even greater than what it is presently. It can non ache to restrict the usage of reckoners ; it will merely assist better college-bound pupils ‘ accomplishments as they enter college. It will besides increase the cognition and mathematical accomplishments and abilities of those who are graduating and traveling into the military or work force. This would break advance the ends of high schools, to fix and educ ate skilled, globally cognizant, and â€Å" future ready † pupils for tomorrow. Calculator usage in schools should be limited to better guarantee that pupils possess command of accomplishments without dependance on beginnings other than themselves in readying for the present and future.

Perception Towards Successful Brand Essay

Rev. of â€Å"Building Brands Without Mass Media.† Joachimsthaler, Erich, and David A. Aaker. Harvard Business Review 3 March 2009: 4-6. Print. In this article, the authors emphasize that a company must have a clear brand identity with depth and texture so it will not convey confuse messages to customers. Also, they provide some marketing strategies for the brands to set up a clear and effective brand identity. Besides, they illustrate six companies that have a strong and clear brand identity in which The Body Shop and Haggen-Dazs are examined in detail. Apart from these, they use various examples to demonstrate the operations of The Body Shop and Haggen-Dazs. Last but not least, they have compared The Body Shop and Haggen-Dazs with their competitors. Lastly, they discuss the advertising methods of Haggen-Dazs in which they think the Farggi strategy that can confuse the customers the most. (Melanie) Hartman, Cathy L., and Caryn L. Beck-Dudley. â€Å"Marketing Strategies and the Search for Virtue: A Case Analysis of The Body Shop, International.† Journal of Business Ethics 20.3 (1999): 253-257. Print. In this journal, the authors use some historical examples to discuss three organizational virtues—excellence, integrity and judgment in which they think that the virtues are now defined and extended to community, membership and holism. Most importantly, they believe that the virtues are now widely applied in the companies. However, they agree with the researchers that it is difficult to theorize the concept of community. Besides, they use the founder of The Body Shop—Anita Roddick as the main example to illustrate the virtues can be utilized in a big company in multifarious aspects. (Melanie) Salver, Jessica. Brand Management in the Hotel Industry and its Potential for Achieving Customer Loyalty. Germany: GRIN Verlag, 2009. Print. In this book, the author mainly discusses some product requirements for a brand to become successful. Although it is not her intention to suggest that a brand will not become successful without the listed requirements, she examines numerous factors that can build up a successful brand in detail, such as high and differentiated demand for product class, the product is easy to identify and product quality is easy to maintain. Also, she has used The Body Shop and McDonald as the examples to explain her factors in detail. Besides, she believes that if the brand offers a reasonable price for the customers, they will certainly buy the products. Rev. of Starbucks: Delivering Customer Service. Moon, Youngme, and John Quelch. Harvard Business Review 10 July 2006: 3-4. Print. In this book, the authors have used Starbucks as an example to evaluate the value proposition and they use â€Å"live coffee† to describe the national coffee culture of it. Also, they use three components to illustrate the branding strategy of it. For example, it imports the best coffee beans from the world, develops a close intimacy with the customer and creates a good atmosphere. Besides, they discuss the locations of the Starbucks in which they are usually located in high-traffic and high-visibility places, such as commercial centers and universities. In addition, they investigate different products and the welfares of the employees in the Starbucks. Adubato, Steve. You Are the Brand. Canada: Rutgers University Press, 2011. Print. In this book, the author uses his personal experience to show Starbucks is not an accidental brand and it does not really keep a connection with customers. However, he agrees that Starbucks has built on â€Å"comfortable† and â€Å"familiar† for him in the end of the chapter. Besides, he believes Starbucks’ reputations are built on the word of mouth from the customers and excellent services from the employees. In addition, he has cited the book from the original chairman and CEO of Starbucks to demonstrate the objectives of the company and the reasons that it starts to lose customers. Lastly, although he laments the Starbucks has become more commercial, he still enjoys his leisure time in it.

Physical and mental assaults Essays

Physical and mental assaults Essays Physical and mental assaults Paper Physical and mental assaults Paper Essay Topic: The assault The Outsiders God created human beings to create the world. In that context it created two kinds of separate human beings or genders. These genders were of male and female. Females and males were born to further move the generation and reproduce more human beings through their internal abilities. When human came towards modernity he realized the whole human process of reproduction and so from that day woman is used as a tool because after god only woman has the right to reproduce another human being. In all the ages women has been considered as a thing. A thing to satisfy a man, a thing to satisfy other people, a thing to fulfill the demands of every relation and a lending helping hand to the families ailing from poverty. The power to bear all the injustice, burden and load has been given and gifted to woman. Woman is considered as the most powerful human being on the earth but only if she recognizes her power. Man has no restrictions towards a woman. He does everything what he wants. He always congregate things for his future and at last he only wants a woman to fulfill his life. Woman has always been a tool. This is because man and the society do not give her the required importance or value and the next thing is that she does not fight for her rights. If a girl is raped or some one has assaulted her then she will be afraid to tell someone even her own parents because of the irrespective behaviors of the society. All philosophers, researchers and analysts believe and this was the statements of the famous intellectuals of the past that woman is more capable, more powerful and more courageous than the man. The problem of female assault will be solved the day when women will come to their real power and show that no man can use them or they are not a tool for satisfying one’s needs. A woman has never recognized her value. She has been unaware of the hidden powers and courage inside her. Almost everyone blames a man for the physical assault of a woman but has everyone noted or analyzed that why man has been so powerful to do what he can with an innocent girl or a married woman or a wife? The answer to this question will somewhere blame women but it is true. Man is totally not responsible for the physical or mental assault of a woman but both the genders are partially responsible for it. It is like that a man can only touch a woman by her own will which is not called rape but physical interaction done without the will of another gender is rape either man or woman. Men usually rape or physically assault women because the have had never come to their original power which is more than a man’s one. Usually teenage girls and married women got nervous if a man or a boy teases them or try to misbehave. They get discourage the moment where they have to slap a misbehaving person. This is a proven fact that if women could come to their power then men would be seriously afraid to talk any vulgar things about a girl or a woman and will start considering them as their mothers and sisters. â€Å"Violence affects the lives of millions of women worldwide, in all socio-economic and educational classes. It cuts across cultural and religious barriers, impeding the right of women to participate fully in society. Violence against women takes a dismaying variety of forms, from domestic abuse and rape to child marriages and female circumcision. All are violations of the most fundamental human rights. † (Not Available) In the context of the courage of women, only women cannot be blamed but it is the society and its boundaries that should be blamed. A society has deep aspects and effects on a normal person. A society is just like a group of people living together but having different thinking and thoughts. In a society like that of the third world and especially Islamic countries there is no value of a woman. Woman has been not allowed to stand against injustice and if a woman does so then she is regarded as a misbehaving one because in Islamic states or third world countries man has a more precious and polished value than that of the woman. Religion does allow the rights of a woman and allows her to stand against injustice but the religious scholars who are always standing to misguide people through their fake researches say that women should not be allowed to go outside their homes and should remain restricted under boundaries. This thinking is a spell on the women world, which has been keeping them in boundaries since the initiation of this world. Today many people are afraid of sending their daughters or wives out of homes not to rescue their respect but to prove that their conservative thinking is right. People think that through restricting a girl or a woman in boundaries one could save her respect but they do not know that at time they are making her dependant of somebody who could rescue her and killing her own inner powers and courage. Today many women face physical and mental assaults from the society in which they live. â€Å"Violence and abuse affect all kinds of people every day. It doesnt matter what race or culture you come from, how much money you have, how old you are, or if you have a disability. Violence does not discriminate. Abuse can be physical, mental, and emotional. Violence against women in any form is a crime, whether the abuser is a family member; someone you date; a current or past spouse, boyfriend, or girlfriend; an acquaintance; or a stranger. You are not at fault. You did not cause the abuse to occur. † (Violence against Women) Physical assault is something very common to nearly one-third women of the world. Physical assault can be clearly defined as a way to restrict a woman into boundaries and to beat and torture her. Many women who are uneducated are mostly the victims of torture and neglect. Their husbands or the outsiders subject them to torture or rape them. In many cases firstly the girl or a woman is tortured and on resistance she is subjected to rape. Women who bear mentally sick husbands are the most un luckiest because their husbands seem to be all right but when they come to their animalism, they can do anything. Today people think that only unmarried or teenage girls are raped but the truth is that not only teenage girls but married woman who are not satisfied with their husbands or if sometimes their husbands want physical uses of them and they try to resist or ignore they are usually raped. Many domestic women face this menace daily. They have been limited to the beds of a man, which only want to fulfill its demands and make a woman more and unhappier than she is. Besides physical assaults men have expertise themselves in mental assaults of women too. Mental assault is something which nearly every second women faces in her home but in different faces. Like if a man is not satisfy with her wife, he daily beats her up and usually injures her seriously. The women who face these violence activities to protect their animal husbands hide those injuries. Those injuries are so critical and serious that they sometimes result in the death of a teenage girl or a married aged woman. If a woman is sexually unsatisfied with her husband and tries to complain about it hesitately then her husband instead of resolving the issue tries to hurt her physically and this results in the mental stress of a normal woman. When women like those stated above try to cope with their critical situations, they even die in the process or get in such sorts of depressions and metal illnesses that it seems they are living an undeserving life. Many other women also are the victims of domestic violence because of their in laws. Sometimes the in laws of married women are so dangerous and selfish that they even keep the girl or a woman without food and water for several days and take away the entire dowry or the things of the girl. The cases of dowry are also the basis of physical assaults of minor girls in small villages or towns. If a family denies giving dowry and marrying their daughter then the girl has to face such circumstances that while coping with them and facing all sorts of physical and mental assaults, at last she decides to quit her miserable life. Another reason of domestic violence is also lack of education. Rape cases are more in ratio in small villages because the girls there are uneducated and they even sometimes do not know what is happening with them. This sort of unawareness when results in the pregnancy of a minor girl, then she realizes that something illegal has been done with her. The governments of all of the countries should promote women education and make them aware of correct sex education and rape or physical and mental assaults. For this purpose some campaigns should be organized with experienced and qualified specialists and doctors with it so that it would be much easier to deal with situations where teenage girls should not be raped and rescued from these sorts of disastrous acts. â€Å"Domestic violence involves injuring someone such as a spouse, but it can also be a parent child or other family member. Domestic violence is a serious problem. It is the most common cause of injury to women ages 15 to 44. Victims may suffer physical injuries such as bruises or broken bones. They may suffer emotionally from depression, anxiety or social isolation. It is hard to know exactly how common domestic violence is, because people often dont report it. There is no typical victim. It happens among people of all ages. It affects those of all levels of income and education. † (MedlinePlus: Domestic Violence) Conclusion The web resources today have been so powerful in presenting the smallest issue faster than the lighting and the speed of a bullet train. These web resources helped me in writing this paper as the topic is an interesting one. Physical and domestic voilence in women has been in its continous form since the intitiation of this world. All acts which go against the will of a girl or a woman are subjected in the list of domestic violence of women or minore girls. Child marriage, rape, physical and mental assaults and day to day domestic voilence between spouses are called domestic voilence. Domestic voilence increased because women bear and tolerate all the injustice done with them. It is a guarantee that if one day women come to their original power then men will be only limited to the size of a small ant. But this all depends on the will power. If one wants to do it then unity is important. We can cope this situation by unity and if one wants to only cry at her luck then their would be many other men who would continue the chain of domestic voilence and every second nespaper will be publishing the stories of domestic voilence. So it is better to help ourseleves than to curse the luck because â€Å"God help those who help themselves. † MedlinePlus: Domestic Violence nlm. nih. gov/medlineplus/domesticviolence. html Accessed, May 28, 2007 Not Available un. org/rights/dpi1772e. htm Accessed, May 28, 2007 Violence against Women 4woman. gov/violence/ Accessed, May 28, 2007

Civil Rights Activist Fannie Lou Hamer Quotes

Civil Rights Activist Fannie Lou Hamer Quotes Fannie Lou Hamer, called the spirit of the Civil Rights Movement, led the way with organizing ability, music, and stories, helping to win the right to vote for African Americans in the South. See: Fannie Lou Hamer Biography Selected Fannie Lou Hamer Quotations Im sick and tired of being sick and tired. To support whatever is right, and to bring in justice where weve had so much injustice. Nobodys free until everybodys free. We serve God by serving our fellow man; kids are suffering from malnutrition. People are going to the fields hungry. If you are a Christian, we are tired of being mistreated. Whether you have a Ph.D., or no D, were in this bag together. And whether youre from Morehouse or Nohouse, were still in this bag together. Not to fight to try to liberate ourselves from the men this is another trick to get us fighting among ourselves but to work together with the black man, then we will have a better chance to just act as human beings, and to be treated as human beings in our sick society. There is one thing you have got to learn about our movement. Three people are better than no people. One night I went to the church. They had a mass meeting. And I went to the church, and they talked about how it was our right, that we could register and vote. They were talking about we could vote out people that we didnt want in office, we thought that wasnt right, that we could vote them out. That sounded interesting enough to me that I wanted to try it. I had never heard, until 1962, that black people could register and vote. When they asked for those to raise their hands whod go down to the courthouse the next day, I raised mine. Had it high up as I could get it. I guess if Id had any sense Idve been a little scared, but what was the point of being scared? The only thing they could do to me was kill me and it seemed like theyd been trying to do that a little bit at a time ever since I could remember. The landowner said I would have to go back to withdraw or I would have to leave and so I told him I didnt go down there to register for him, I was down there to register for myself. I am determined to get every Negro in the state of Mississippi registered. They just kept beating me and telling me, You nigger bitch, were gonna make you wish you were dead. ... Every day of my life I pay with the misery of that beating. on northern racism, speaking in New York: The manll shoot you in the face in Mississippi, and you turn around hell shoot you in the back here. in nationally-televised testimony to the Credentials Committee of the Democratic National Convention, 1964: If the Freedom Democratic Party is not seated now, I question America. Is this America? The land of the free and the home of the brave? Where we have to sleep with our telephones off the hook, because our lives be threatened daily. When the Democratic National Committee offered a compromise in 1964 to seat 2 delegates of the 60 sent by the Mississippi Freedom Democratic Party: We didnt come for no two seats when all of us is tired. to Senator Hubert H. Humphrey, who brought a compromise offer to the MFDP delegates: Do you mean to tell me that your position is more important than four hundred thousand black peoples lives? ... Now if you lose this job of Vice-President because you do what is right, because you help the MFDP, everything will be all right. God will take care of you. But if you take it this way, why, you will never be able to do any good for civil rights, for poor people, for peace, or any of those things you talk about. Senator Humphrey, Im going to pray to Jesus for you. Question to her mother when she was a child: Why werent we white? We are sick and tired of our people having to go to Vietnam and other places to fight for something we dont have here. Quotes About Fannie Lou Hamer: Hamer biographer Kay Mills: If Fannie Lou Hamer had had the same opportunities that Martin Luther King had, then we would have had a female Martin Luther King. June Johnson: Im amazed at how she put fear in the hearts of powerful people like Lyndon B. Johnson. Constance Slaughter-Harvey: Fannie Lou Hamer made me realize that we’re nothing unless we can hold this system accountable and the way we hold this system accountable is to vote and to take an active note to determine who our leaders are. More About Fannie Lou Hamer Fannie Lou Hamer BiographyWomen and the Civil Rights Movement About These Quotes Quote collection assembled by Jone Johnson Lewis. Each quotation page in this collection and the entire collection  © Jone Johnson Lewis. This is an informal collection assembled over many years. I regret that I am not be able to provide the original source if it is not listed with the quote.

The Costco Case Assignment Example | Topics and Well Written Essays - 1000 words

The Costco Case - Assignment Example In an industry where competition is stiff, an organization need to develop strategies that would enhance its position in the marketing by attracting more customers. The competitors here are sure employing several strategies such as pricing in an attempt to develop a competitive edge and be the market leader. Yes, all these three club rivals-Costco, Sam’s and BJ’s wholesale have high similar strategies. They both sell their products at very low prices to attract customers, offer a variety of products from which customers can choose from, have a strong emphasis on low operating costs, all use cross-docking technique to reduce the operational cost and to guarantee that the products reach the stores and the customers in good time and all the stores ensure quality products to their customers. All also ensure that they offer quality to execute, quality merchandise and superior shopping experience to all their customers and members in the wholesale club industry. However, there are some different in their strategies of the BJ’s that are apparent. BJ’s ensures that it stocks a broader product assortment than Sam’s club and the Costco club, it also offers its products in some smaller package sizes that are easier for its customers to carry home and store conveniently compared to the other two clubs, it is the only club that accept manufacturing coupon which provides added value to its customers, and it also allows its customers to purchase various products online through their website if such products are not found in the companies warehouse club. Therefore, BJ’s appears to have a better strategy than the other two rivals. On the other hand, Sam’s strategies appear to be some weak compared to the other two competitors. Its strategy seems to follow the market trend. It does not have any unique strategies for its products but responds to the

Discuss the reasons for the recent weakness of the US Dollar Essay

Discuss the reasons for the recent weakness of the US Dollar - Essay Example It still rules as the de facto world currency. Foreign Exchange market is liquid where investors and players participate freely... Its daily turnover in 2004 as per the Bank of International settlements was reported to be$1.9 trillion. London was the biggest foreign exchange market followed by New York â€Å"Somewhere between 40 to 60 percent of international financial transactions are dominated in dollars. For decades the dollar has also been the world’s principal reserve currency. In 1996, the dollar accounted for approximately two thirds of the world’s foreign exchange reserves† (255) writes Robert Gilpin in his ‘Global Political Economy: Understanding Economic Order (2001) The exchange rate of dollar against many currencies in the world has fallen down leading to depreciation of dollar value exchange rate of euro, yen and Indian rupee from January 2007 to June 2007 shown below.. Dollar depreciated by 9% against Indian rupee, and by 1.2% Rate against euro The dollar-pound exchange rate that was settled at 0.6 to 0.64 in 1999 is set at 1.999 in July 2007 i.e. dollar has depreciated by 217% against sterling pound in the same period from 1999 t0 2007 July. Apart from the introduction of Euro in 1999 that squeezed the strength of dollar the Iraqi war turned to be dampener for US dollar. The heavy burden on US economy for fighting the war had an adverse impact on the domestic prices and psychology of other nations. The value of dollar is very much indirectly proportional to gold price in the international market. The following table shows gold price has raised by 135% over 1999 prices. This is one of the principal reasons for dollar price depreciation. The dollar deprecated by 25% against euro from the level of one in 1999 to 0.744 in July 2007. The acute adverse balance of trade and burgeoning debt of America added fuel to the fire. The America’s balance of payment is highly critical. There is a persistent

The World of Hamlet Essay Example | Topics and Well Written Essays - 750 words

The World of Hamlet - Essay Example The imaginary world, the play's world, is thus a self-contained world in which everything is as it should be. That said, he finds this play to be the most elusive of all of Shakespeare's work. He paraphrases a Mr. E.M. W. Tillyard, stating that, No one is likely to accept another man's reading of Hamlet, that anyone who tries to throw light on one part of the play usually throws the rest into deeper shadow, and that what I have to say leaves out many problems-to mention only one, the knotty problem of the text (Mack, 1952: 87). The purpose of this essay is to determine whether Mack's assertion that three attributes of the play are, in fact, reasonable foundations for determining the popularity and the endurance of this play. To this end, this essay will examine the three attributes posited by Mack and argue that these attributes are indeed aspects of the imaginary world which do explain the power and the depth of the play. The first attribute refers to the mysteriousness of Hamlet's imaginary world. Mysteriousness, as Mack sees it, has long been an element associated with unique artistic endeavors. In Hamlet, this mysteriousness is manifest in many ways and pervades the text of the play rather than functioning as a sporadic or fleeting element. Mack cites the nature of Hamlet's madness, the ghost, his behavior toward Ophelia and Polonius, his clothing, and the manner in which his madness affects the other characters. There is, in effect, an extreme element of unpredictability which serves to fascinate rather than to discourage the reader of the play. This mysteriousness is engaging rather than unacceptable, and it functions to pull the reader into Hamlet's world. The lack of logic, the riddles, and the unexpected reactions and twists cannot be questioned in this imaginary world; quite the contrary, they function to unite the characters and the events more persuasively than if logic and reason had prev ailed. Mysteriousness, in short, is certainly one reasonable explanation for the emotion which the play generates. The second attribute refers to the tension between realties and appearances in the play. There is a problem which arises in the play in terms of distinguishing reality from appearances. This element of the play exacerbates rather than constrains the mysteriousness of the play. The ghost, for instance, is symbolic of this second type of attribute. The ghost is, in Mack's words, a "vehicle of truth" and yet its motivations and true form is uncertain. Realities spill forth from an apparition which itself is suspect. The reader of the play is thus confronted with more mysteriousness. Moreover, there is a constant second-guessing as to the real substance of the characters. What, for example, do Polonius and Ophelia truly desire Claudius repents. The King desires salvation. Much of what is learned is learned indirectly. Words are overheard and people are hidden. There is a sense that what is hidden is real and what is apparent is mere appearance. The language employed by the characters is deceptive and sincere. There are real questions as to what is the truth of many matters. What is the truth of Ophelia What is the true nature of the apparition and do his words convey reality or something less This second attribute, the layers of realities and appearances which are interwoven so seamlessly, certainly reflect this imaginary wo