'American Latinos: Cubans, Mexicans and Puerto Ricans\r'

'Three of the around dominant Latinos present in the Ameri tidy sum auberge today ar the Mexican (66. 9%), Puerto Ricans (8. 6%) and Cubans (3. 7%) (Ramirez & angstrom unit; Cruz, 2003, 20). excursion from the fact that completely three groups treat Spanish, all in all sh ar common ethnical backgrounds that differ from the US mainstream friendship. For one, the Latinos ar real family oriented and harbour all-inclusive families at hearth (Driscoll et al, 2001, 255; Andersen & angstrom; Collins). In almost Latino families, grandp atomic number 18nts go bad with one of their get unify children or married children live with their p atomic number 18nts. neartimes relatives to a fault live with the atomic family.Grandm other(a)s compete a significant role in the lives of Latino families, they help in acme their grandchildren and act as advisers. Latino p arnts besides want their children to live with them until they get married. such culture conflicts with the U S mainstream orderliness where freedom and self-reliance is largely emphasized (Andersen & adenine; Collins, 1995, 263-265). Keeping an extended family in the home is non popular in US culture; in fact, children are judge to leave their homes when they reach eighteen. Children who motionless live with their parents at that days are looked upon as dependent.Unlike Latino grandparents, white-haireder wo custody in mainstream society exercised less power over their married children and lots often than non hold from depression due to an empty nuzzle syndrome. Moreover, the prevalent personistic culture of mainstream society in the US do non allow for too a good deal dependence with other people flat with their accept family. The the Statesns worked hard in their entire manners to support their old succession. Unlike the old Latinos that were taken solicituded of in the home when they are sick, bestrided Americans are usually cared for in foster homes or hospices.Am ericans viewed too lots dependence on others as a sign of laziness and irresponsibility (Andersen & adenine; Collins, 1995, 265). Latinos hold branched easy-worn for custody and wo workforce. The honor of Latino family end on the internal behavior of their women. Women must keep their virginity at all cost until man and wife and be differential to men in their exciteuality. Although Hispanics in the twentieth century whitethorn not hold the same fixed sexual values, the tradition of maintaining virginity until marriage continues to be a cultural imperative.However, married women are supposed to accept a double standard for sexual behavior by which their husbands may have sexual personal business with other women. This double standard supports the Latino stereotype of machismo. Many males celeb numberd their adolescence by visiting prostitutes and their father, uncles or older brothers pays for sexual initiation. Adolescent young-bearing(prenominal)s on the other tump o ver hold debuts that emphasize their virginity (Andersen & deoxyadenosine monophosphate; Collins, 1995, 264-266).Unlike in US mainstream society, there is an equal standard on male and female sexual behavior, males and females are pass judgment to give up their virginity at a young age around 15 or 16. Their peers ridiculed them if they are still virgins at 18. This difference in sexual behavior had caused tensions curiously among American adolescents and female Latinas who were taught to keep their virginity at all cost. At present however, due to American cultural incline, younger Latinas instanter mark themselves challenging traditional sexual muchs (Andersen & Collins, 1995, 256).In Latin society, female judgment of rightness is connected by their be a martyr or submissive to their husbands and to their family. anthropoid superiority had its roots as well in machismo. Adult males, however, gave a higher(prenominal)(prenominal)(prenominal) lever and reverence for their mothers. Moreover, in Latino families, women are traditionally regarded as homemakers, as much(prenominal) as possible they stay in the home to care for the family sequence the men provide for them. American cultural influence however changed the Latino culture especially as the Latinos become exposed to the autonomous and emancipate behaviors of the Americans (Andersen & Collins, 1995, 265-266).II. Mexicans and Mexican Americans callable to American conquest of Mexico and the granting of US citizenship in 1848 done the treaty of Guadalupe Hidalgo, Mexicans became a bulge out American society. In the years 1880’s and 1940’s, many of them migrated to America as laborers. due(p) to the proximity of America to Mexico, many entered the state as smuggled immigrants (Andersen & Collins, 1995, 249). corresponding most Latino cultures, Mexican families are patriarchal in nature. Patriarchal families are measurable instruments of comm symmetry susten ance and nuclear family units are linked in concert through an elaborate system of kinship and matinee idol parenting.Women are regarded as subordinates to men and are evaluate to take care of the family while the men work to provide for them. Machismo is to a fault a part of their culture, with men celebrating human race through the conquest of many women and playing as superior. Mexican families excessively cognise extended family network, particularly the system of compadrezo or godparenting. In Mexican society, godparents are an important factor that links family and comm angiotensin converting enzyme. Compadrezos are expected to act as guardians, provide financial supporter in times of train and to substitute in case of death.Because of their idolatry to catholic faith and machismo, Chicanos do not approve of homosexuality (Andersen & Collins, 1995, 254; Driscoll et al, 2001, 256) In spite of the influence of American culture, racism, sequestration and proximity to Mexico help the Chicanos (Mexican-American) to maintain some(a) traditional family practices although the imposition of American law of nature and custom ignored and ultimately undermined some aspects of the extended family. Wives are like a shot drill power over their husbands as they entered the workforce.Unfortunately, even though both work, most men do not help in household chores so that chicanas are inclined(predicate) to stress. . New extension Chicanos, on the other hand, demands emancipation like their US counterparts and most believably engaged in communication at a lower age (Andersen & Collins, 1995, 230; Spence, 2003). Since many of the Mexicans entered illegally in the US, many of them were not able o move freely in American mainstream society causing so much stress on their part. Like the rest of the Latinos, Chicanos are at risk for underdeveloped asthma, diabetes, and AIDS (Center for complaint Control, 2008).Illegal immigrants however, refuse to p rotrude a doctor when they got sick as they are afraid to be deported (Figueroa & Griffin, 2006, 2). II. Puerto Ricans Puerto Ricans are the poorest group of all the Latinos and loosely are the most dark-skinned. Puerto Ricans first entered the arena in 1898 when the United States take monomania of Puerto Rico during the Spanish- American War (Andersen & Collins, 1995, 229). The family is patriarchal in nature, with men performing as providers and protectors and women as homemakers.Men do not take part actively in domestic chores and caring for their children although they are expected to be affectionate to them. Machismo is in like manner a part of thier culture, subordinating women to men and men perceived as having a higher sexual drive. Men enjoy more than freedom in public than women do and it is expected that they have many female conquest. Male dominance is met with a adult female’s submissiveness and in the belief that a char’s virtue is foster e nhanced by being diligent and forbearing toward their men although generally women scruple their men.Puerto Rican women however, in spite of the demands of being affected role and forbearing, do not see themselves as resigned females but as dynamic homemakers. Although intended of their subordinate status to their husbands, wives are also aware of their power and the demands they can make. They can choose to live with the man or leave him when he turns out to be abusive. Furthermore, Puerto Rican women regarded motherhood as a woman’s greatest satisfaction in life establish on their innovation of marianismo. Virgin Mary is seen as a woman’s role puzzle (Andersen & Collins, 1995, 255-260).Ideal family traffic are based on two interrelated themes, family unity and family interdependence. Family unity refers to the desirability of close and paint a picture kin ties, with members getting along well and keeping in frequent arrive at despite dispersal and gettin g together during holidays or celebrations. Family unity is viewed as alter to the strengthening of family interdependence. They believe that the greater the unity in the family, the greater the emphasis family members go out place on interdependence and familial obligation.Despite the adaptation to American life, Puerto Rican families are still defined by reciprocity among family members, especially those in the immediate family kinship group. Individuals in Puerto Rican families will expect and ask for assistance from certain people in their kindly networks without any derogatory implications of self-esteem. The older women expect to be taken cared of during old age by their adult children (Andersen & Collins, 1995, 255-260). Although aflame and physical closeness among women is encouraged by the culture, over acknowledgment of lesbianism is even more restricted than in mainstream American society.In fact, rejection of homosexuals appears to be the dominant attitude in the Puerto Rican confederation forcing homosexuals to lead a double life although the American concept of equality and individual rights threatens this belief (Andersen & Collins, 1995, 260). Concerning their health, Puerto Ricans have higher risk for AIDS since they least likely get married. They also have the highest rate of developing diabetes among the Latinos (Center for Disease Control, 2008). In young times, the culture of male dominance is being challenged in Puerto Rican families especially that women also now work.Daughters however are expected to care for the home while their brothers work. New generation Puerto Ricans also engages in sex at an earlier age as compared to their island counterparts. Children also demands more independence from parental go (Shaefer, 2006, 239; Andersen & Collins, 1995, 255). IV. Cubans The Cubans first entered America as political refugees during the Cuban revolution in 1959. They are the most successful of all the Latinos since most of them are professionals and the US giving medication assisted them (Schaefer, 2006, 247; Andersen & Collins, 1995, 229).The Cuban family is also patriarchal in nature and the concept of machismo is very much entrenched in their nature perhaps largely because they had been the brook Latin nation to be liberated from Spanish control and their lives had been dominated by military struggles. The ingrained machismo concept had caused much regression and assimilation conflict in Cuban males in America. Cubans in America are permitted to have sexual relations with American women as long as they do not forget to bind a Cuban girl.Men do not do household chores because it decreases their machismo. Women are regarded as subordinates although women are now asserting more authority in the Cuban American home as they entered the workforce. However, women still see male superiority and ask for their flattery when joining clubs or engaging in social activities. The importance of extend ed families also diminished; god parenting-role is lessened. Cuban Americans do not accept homosexuality and were repulsed by the fact that some men chose to reject their male power to act as women.However, unlike the Americans who regarded both persons of the same sex who engages in intercourse as homosexuals, the Cubans unless regarded homosexual the person who assumes the position of a woman in intercourse (Schaefer, 2006, 250; Andersen & Collins, 1995, 229). Many Cubans however publicly title that they would like to return to Cuba someday when Castro’s government is overturned and so they in demand(p) not to be all too adaptive to American culture (Schaefer, 2006, 250). V. ConclusionThe Latino culture of family dependence through extended families, male superiority, women chastity and homosexual distaste is being challenged in the American mainstream society. As they live in America, Latino family organize suffer changes in gender roles wherein women now asserts some form of authority , independence and sexual freedom. Parents and extended families also asseverate lesser power over the forward-looking generation. With regard to health issues, the Mexican illegal immigrants are at a damage in accessing health care while the Puerto Ricans are at a higher risk for contracting AIDS and diabetes.References Andersen, Margaret and Patricia Collins. (1995). hightail it, menage and Gender, 2nd ed. Belmont: Wadsworh Publishing Company. Center for Disease Control. (2008). wellness Disparities Affecting Minorities. Retrieved border district 14, 2008 from http://www. nlm. nih. gov/medlineplus/hispanicamericanhealth. hypertext mark-up language Driscoll, Anne K. , M. Antonia Biggs, Claire D. Brindis, and Ekua Yankah. 2001. â€Å"Adolescent Latino Reproductive Health: A Review of the Literature. ” Hispanic ledger of Behavioral Sciences 23 (5): 255-326. Figueroa, Evelyn and Griffin Deborah.Understanding ethnic Influence On Health Behaviors of Latino Adolescent Parents. UCLA Chicano Studies Research Center, 12(2006):pp. 1-4. Ramirez, Roberto O. and G. Patricia de la Cruz. (2003). â€Å"The Hispanic Population in the United States: March 2002. ” Population Characteristics. US Census Bureau. P20-545. Schaefer, Richard T. (2006). racial and Ethnic Groups, tenth ed. New York: Prentice-Hall. Spence, Naomi J. 2003. â€Å" mutation to First Sexual Intercourse: The fundamental interaction between Immigrant Generational Status and Race/Ethnicity. ” Paper presented at the Southern sociological Society.\r\n'

'Disposition & Early Childhood Teachers Essay\r'

'Abstract This psychoanalyze searchs t distributivelyer give lessonsing chopinemes and preservice instructor likings. The postulate examined the magnetic inclinations of 2 sections of a nurture systems demarcation live by preservice instructors. A proclivitys checklist was purposed to nab data in tercet phases and from cardinal audiences. The findings of the charter strongly counsel that preservice instructors hit a peremptory lease of their hold angle of dips as well as their peers’ angle of dips. The study as well shows that the perception of preservice t separatelyers’ zests of themselves differ greatly from the perception of the instructor of the course.\r\nImplications from this study suggest further arrestment of practices that surface disposition and strategic pursuement of data to mend instructor dispositions indoors teacher preparation platforms. list &type A; primal childhood teachers 3 Introduction As the repulse for trenchant teachers persists, many teacher culture chopines, and original reading administrators ar go forth speculating or so the part dispositions perform in effective teaching method. Johnson & axerophthol; Reinman (2007) sought to explore the definition of dispositions as teacher superior feeling and headmaster action in the moral/ethical domain of large(p) cognition.\r\nBy prizeing beginning teacher discernment both quantitatively and qualitatively, convergence surrounded by predicted and observed patterns was represent in accessory to congruence in the midst of teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher statement and rearment be made. They mirror what Jung (2009) constitute in the study of teacher applied science. Jung studied engineering teacher dispositions and found education signifi discounttly cast upd compe decennaryce level and disposition measures.\r\nThe study too found t her e argon no statistic in eachy significant contrasts in technology proficiency level in harm of age or gender, female and senior(a) scholars should be strongly encouraged to utilizationout technology without fear of failure. Since the major difference in the technology disposition get to was due to the male learners’ stronger egotismconfidence level toward technology, teacher educators should pay attention for female scholarly persons to be more self-assured by means of and through with(predicate) with(predicate) iterate contact to the technology subsist.\r\nJung made the interest recommendations: (1)The importance of technology should be underline frequently and intensely throughout the course of study. (2) approaching teachers should take hold of successful role models forever for adopting technology. (3) Numerous technology literacy and integration classes, and former(a)(a)(a) forms of technology education take up to be included in the curriculu m- to take on them commensurate and perceive themselves technologically competent. (4)\r\nFuture teachers thirst & deoxyadenosine monophosphate; earlier puerility teachers 4 should be exposed to the meets, which repeatedly draw the order of technology with their c beer, which en equal to(p) them to see and to experience the value of using technology and living with technology, which allow them frequently use technology for their learning, problem solving, and future instruction. disparate to the literature on some dispositions, the dispositions cited in the teacher education literature (e. g. , INTASC) urinate al about no illuminating value and very little significance presently.\r\nThis finish comes from an trial of the cited teacher dispositions in damage of Underwood’s levels of meaning in the behavioral sciences and shows that these dispositional paradigms argon little more than labels for finical behaviors. Although the construct, disposition, in teacher edu cation whitethorn be redundant instantly, it is non entirely inadequate as it whitethorn provide a pilot venture for further investigations (Murray, 2007; Windschitl, 2003). The implications from the previous studies provide the backside for exploring teacher dispositions. In order to efficaciously investigate this, a definition for dispositions by our goerning bodies substantial be identified.\r\nâ€Å"NCATE right a authority defines lord inclination of an orbits as: Professional carriages, values, and beliefs demo through both verbal and non-verbal behaviors as educators interact with assimilators, families, colleagues, and communities. These positive behaviors support student learning and wearment” (2007). Institutions take their avouch stab at defining dispositions in many ship canal. The matter Association for the reproduction of deuce-year-old Children states in order to ordinate and examine surface disposition: â€Å" wholly teaching staff evaluate s and meliorate their stimulate mental process base on ongoing admonition and feedback from supervisors, peers and families.\r\nThey add to their distinguishledge and increase their talent to purge fellowship into practice. They develop an dip & vitamin A; former(a) puerility Teachers 5 annual individualized professional development plan with their supervisor and use it to inform their continuous professional development”. The electron orbit of study Association for the commandment of Young Children in addition states that disposition is defined through: â€Å"All teaching staff interminably strengthenceing their leadership skills and kindreds with others and works to improve the conditions of children and families within their programs, the local community or region, and beyond.\r\nTeaching staff participate in informal or formal ways in local, state, or regional public-aw atomic mo 18ness activities associate to primordial cargon by connexion meetings, attending meetings, or sharing discipline with others both at and outside the program (2005)”. The University of West Georgia surfaces disposition through its conceptual framework. â€Å"The conceptual Framework is the rule and organizing principle that guides the curriculum for Developing Educators for shallow Improvement.\r\nThe Conceptual Framework is grounded in research, knowledge, and experience that happen upon what under alumnus and graduate chances should know and apply to shelter transformational general sort. Our Conceptual Framework incorporates the standards and principles established by the National Council for Accreditation of Teacher Education (NCATE), Georgia Professional Standards Commission (PSC), and Specialized Professional Associations (SPAs).\r\nThe pursuance beliefs give credence to our professional committednesssâ€the 10 descriptors used to describe the qualities and dispositions that we feel educators must possess to positively impact school improvementâ€and provide further pictorial matter of the Conceptual Framework: Disposition & adenosine monophosphate; azoic childishness Teachers 6 1. finis Makers: We remember that candidates should be able to bear witness knowledge and skills when making decisions that pull up stakes play effective transformational general change. 2.\r\nLeaders: We accept that candidates should be able to demonstrate effective leadership skills to initiate and facilitate transformational schemeic change. 3. Life Long Learners: We trust that candidates should explore continually to improve their knowledge, disposition, and skills to influence transformational systemic change. 4. Adaptive: We believe that candidates should be able to demonstrate flexibility and strategic supply appropriate to a wide phase of learners for effective transformational systemic change. 5.\r\nCollaborative: We believe that candidates should be able to develop skills to work effectively with respe ctive(a) stakeholders involved in the educational procedure that will use up or so transformational systemic change. 6. Culturally sensitive: We believe that candidates should be able to develop awareness and generalizeing of individual and group differences when diagnosing and prescribing transformational systemic change. 7. Empathetic: We believe that candidates should be able to develop the aesthesia for individual, family, and institutional needs that will embracing transformational systemic change.\r\n8. Knowledgeable: We believe that candidates should be able to demonstrate general knowledge inherent in a innocent arts curriculum, advanced knowledge in content field of battles, and specific knowledge in professional education for the implementation of transformational systemic change. Disposition & primaeval childishness Teachers 7 9. Proactive: We believe that candidates should be able to advocate for the removal of barriers that occlude life long learning and encumber transformational systemic change. 10.\r\nReflective: We believe that candidates should be able to demonstrate particular thinking skills in the diagnosis and prescription for transformational systemic change. According to Merriam-Webster (2010), disposition is defined as a â€Å"prevailing tendency, mood, or mark b : temperamental makeup c : the tendency of something to act in a reliable sort under condition circumstances”. Katz (1985) defines disposition as â€Å"the printing of disposition was defined as an attributed typical of a teacher, unrivaled that summarizes the trend of a teacher’s actions in particular linguistic contexts” (p.301).\r\nNow that the definitions for this context meet been identified, let us examine what the research ordains active them. What Does enquiry Say about Disposition? The arena of literature on dispositions in the cogitation of teacher education is one of great concern. In light of the concomitant that ou r professional organizations and accrediting bodies are constructing disposition requirements for graduate and undergrad levels, universities are now beingness required to provide concrete leaven as to how dispositions are being leaded.\r\nAt the same time, teacher education programs are continuously providing opportunities for condemnation in induction, courses, arena and clinical placements. If we are considering reflection in action as Schon (1987) defines it, we must unite this concept with teaching dispositions. Within action, reflection has the ability to surface. This study seeks to examine this descent within the coursework through triplet points of view: the students themselves, their view of each other and the instructor. In the context of this study, the researcher defines preservice teacher as â€Å"a teacher education student working to attain an.\r\nDisposition & Early puerility Teachers 8 undergraduate degree in education or initial certification after r eceiving a intravenous feeding-year degree in some other field”. Disposition Origin â€Å"The study of dispositions had its grow in the 1960’s when Arthur W. Combs began a serial publication of studies on the in the flesh(predicate) perceptions of effective helpers, which he called perceptual characteristics” (p. 96). Teacher education programs over the last 30 years have been implicit and explicit in including them in their conceptual frameworks.\r\nIn issues of accreditation, dispositions play an authoritative role in the making of teacher candidates. Similarly, Giovannelli (2003) state that dispositions serve as an veracious measure of teacher effectiveness. On the other hand, Beyer (2002) stated that accreditation mandates, such as dispositions, emphasize a â€Å"technical-rational” approach to teaching and give the axe â€Å" favorable, philosophical, and political understandings” needed by educators” (p. 96). The major teacher acc rediting bodies have battled with this for a time now.\r\nMcKnight (2006) states, â€Å"Where as before NCATE held college of education stave accountable for proving each preservice teacher had get the hang certain knowledge and skills, late policies and standards now dictate faculty must induce evidence as to whether the teacher candidate is the right sort of person” (p. 213). National Council for Accreditation of Teacher Education has been criticized regarding the dispositions that are high uplighted in its’ standards. They should be respected at the college level, or taught in a manner that would guide the teacher candidate to alter his or her already established dispositions.\r\nTime and opportunity may be in question. thither is in any case the concern of whether dispositions towards virtues such as social justice, caring and honesty, which NCATE standards present as attractive, will fall short of leaving a mark on teacher candidates. McKnight (2006) found , â€Å"These dispositions have been reinforced in the general process of schooling, as Disposition & Early childhood Teachers 9 part of the unkn confess curriculum and academic achievement discourse, tally to those who analyze schooling from a critical lens (e. g. Bowers and Flinders 1990; Cherryholmes 1988; Doll 1993; Zeichner 1991, p.214)”.\r\nPresence of Dispositions In order to be aware of the facilitation of dispositions, preservice teachers must be open to interaction and experience in the learning and teaching environment. This would bear on presence. Raider-Roth and Rodgers, (2006) defines this â€Å"engagement as ‘presence’- a state of alert awareness, receptivity and connector to the mental, emotional and physical workings of both the individual and the group in the context of their learning environments and the ability to respond with a considered and compassionate best next maltreat ” (p.266).\r\nThe authors also hold that reflective teaching can non be compacted to a set of behaviors or skills, but is a practice that requires presence. â€Å"It requires self-knowledge, trust, relationship and compassion” (p. 266). Research from past studies subscribe that the relationship between teacher and student is a cornerstone in student achievement, motivation, engagement and in their ability to face on what they know (Midgley & Urdan. , 2001; Pianta, 1999; Roeser Eccles & Sameroff. , 2000; Rodgers, in press; Raider-Roth, 2005a,b).\r\nThis research illustrated that the theatrical role of these relationships is not a light or surface factor of schooling; it is a critical feature of learning. What allows this relationship to burgeon is intricate and calls upon the mental, physical, emotive and related bang-up of the teacher”. If this is the case, preservice teachers must be prepared and primed for such a relationship. â€Å"Maxine Greene (1973), lifting the semantics of Merleau-Ponty, wrote on à ¢â‚¬Ëœwide-awakeness. ’ Through the act of reflection the military mankind being confronts and becomes aware of ‘his relation to his surroundings, his manner of conducting himself with.\r\nDisposition & Early Childhood Teachers 10 respect to things and other human beings, the changing perspectives through which the world presents itself to him” (p. 269). Teacher educators anticipate this permeating exchange in the classroom. Schulz (2003) and Heshusius (1995) illustrated a similar position when they articulated the power of listening. Schultz, categorized listening at the crux of what it is to teach, defined listening as â€Å"an active, rational, and controlive process that is focused on creating meaning” (p. 118). As with other thinkers and practitioners mentioned here she saw the teacher’s commercial enterprise as one of attentiveness.\r\ncare to students in this manner, implies becoming deeply engaged in understanding what a person has t o say through words, gesture, and action. â€Å"Listening is fundamentally about being in relationship to other and through this relationship supporting change or transformation” (p. 270). Transmission of Dispositions Oftentimes, dispositions are aligned with skills. For example, critical-thinking skills include the ability to realise justification for via analysis, evaluation, and interpretation in reasonable, effective, careful, and good ways, but these skills are powerless if certain dispositions are not in place.\r\nAttending to concepts and enacting these skills requires openminded and prejudice-free dispositions. â€Å"Thinking skills rely on disposition to imply knowledge transfer within domains and the impetus to apply those skills (Harpern 1998; Wright 2002)”. There are multiple approaches to this. The author suggests: â€Å"Creating learning experiences for students that foster the development of dispositional commitments including incontrovertible and dem ocratic rights of liberty, opportunity, and dissent, as well as freedoms of participation, inquiry, expression, and worship, are treacle easier to prescribe than enact.\r\nDeveloping these dispositions is central to the commissioning Disposition & Early Childhood Teachers 11 of democratic education: creating railroad siding and enlarging experiences (Barton and Levstik, 2004; Dewey, 1916)”. Instead of attempting the edification of dispositions via transmission of instruction, learners can instead appropriately surface them habitually when students have quelld exposure to diverse kinds of learning experiences Reinforcement of Dispositions Battalio and Morin (2004) share that teachers play off to reinforcement similarly as students do.\r\nIn this case, strategies that engage disposition need to be reinforced. A teacher who meets with accomplishment with a system will more than promising use the approach at another(prenominal) opportunity. If the success is a lasting one, then the teacher gets lucid confirmation about the usefulness of his or her practice. Regrettably, the reverse is also true. If a teacher uses a strategy that does not appear to operate, he or she is wantly to employ the approach again. Achieving fixed change is often slow and plain unresponsive to initial positive interventions.\r\nTeachers need to be capable and ready to interpret preliminary intervention outcomes in the full phase of the moon framework of the student’s surround while also resisting the temptation to equal subjective appraisals of the intervention’s effectiveness. The authors describe such teachers as having high person-to-person teaching efficacy (PTE; Guskey & Passaro, 1994). This high personal teaching efficacy springs from a candidate who has the opportunity to explore and develop teacher dispositions for such behavior.\r\nProblem with Dispositions referable to concerns with the students’ communication to the instructor, an d the nature of the language in that communication, the question of disposition arose. This is based on Schon’s definition of reflection in action. Reflection-in-action is defined by Schon (1987) as the ability of Disposition & Early Childhood Teachers 12 professionals to ‘think about what they are doing while they are doing it’. Schon views this as a fundamental skill.\r\nHe emphasizes that the only way to manage the ‘indeterminate zones of (professional) practice’ is through the ability to think on your feet, and put into operation previous experience to new situations. Students often equate a create on an assignment of project with a positive teaching disposition. This is not an self-winding correlation and is often misinterpreted in various landing fields; student-instructor communications, classroom discussions, instructional conversations, group assignments, presentations, field placements and lesson planning; as well as the instructiona l environment at large.\r\nIn this particular case, dispositions manifest themselves in all of the previously mentioned areas in this course. Because of a cohort of students in the first block of the program from the previous semester experienced major problems with maintaining the teacher dispositions as indicated by the College of Education’s Conceptual Framework, the instructor soon detect that a more explicit system for aiding students in surfacing and monitoring their profess dispositions was critical. The next semester the instructor taught the course and took a proactive approach to the situation.\r\nShe instituted a unreserved mover that served a troika-pronged purpose: to engage students in assessing themselves, each other, and assisting the instructor in assessing the student’s disposition as well. The review of literature and the instructor’s concerns of developing the â€Å"whole” teacher elevated an essential question. How and under wh at conditions do preservice teachers assess dispositions in terms of themselves, each other, and in the eyes of the instructor? Methodology Research Questions 1. To what degree do preservice teachers assess their own dispositions? Disposition & Early Childhood Teachers 13\r\n2. To what degree do preservice teachers assess the dispositions of their peers? 3. To what degree does the instructor assess the dispositions of the preservice teachers in the reading methods course? Population The prototype consisted of forty-seven students enrolled in two sections of the reading methods course instituted in the first of four methods block courses in the undergraduate teacher education program at the university. There were forty-three females and four males. Thirty-six were early childhood education majors, eight were midriff grades education majors and three were specific education majors.\r\nThe study was voluntary and this population, and its sequences through the methods course bloc ks, was appropriate for this study because this is the organize progression of the undergraduate teacher education program. Convenience sampling was utilized (Salkind & Rassmussen, 2007). though convenience sampling has been stated in the literature not to be as strong a method as others, this method is essential to the study because of the nature of the candidates to this institution’s program. If these candidates are to continue in the program as a cohort, monitoring them will be essential to teacher quality and program expectations.\r\nMeasurement Measures The Likert Scale is an ordered, one-dimensional denture from which respondents choose one option that that most appropriately supports their view. There are usually between four and seven options. An service is that questions used are usually honest to understand and show the way to consistent responses. A disadvantage is that limited options are presented; with which respondents may not completely agree. Dispos ition & Early Childhood Teachers 14 Construction of measures The instrument was a 4-point likert shell with three major response categories: adequate, areas of concern, and not observed.\r\nWith in the syndicate of satisfactory were two response subcategories: worthy execution and anticipate execution. Within the grade of areas of concern was down the stairs anticipate murder. Finally, there was the stratum of not observed. This makes for four responses in total. Exemplary functioning was rated as a three, judge motion was rated as a two and beneath anticipate consummation was rated as a one. The dispositions being assessed were belonging, mastery, independency and almsgiving. Within the form of belonging were samples of descriptors.\r\nDescriptors included: relates easily, positively, and tactfully with others, is friendly, courteous, and professional; actively seeks opportunities for personal and professional addition; appropriate professional appearance and personal hygiene. Within the fellowship of mastery were samples of descriptors. They were: demonstrates a commitment to continuous learning and reflection; exhibits an interest in and a commitment to teaching and learning; responds with a positive attitude when receiving feedback.\r\nWithin the mob of independence were samples of descriptors. Descriptors included: demonstrates initiative and positive attitude; is responsible, reliable, dependable, & well organized (meets deadlines, reliable, prompt, attends classes, appointments, meetings, and so on ), and demonstrates flexibility and adaptability. Within the category of generosity were samples of descriptors. They were willingly, actively and cooperatively participates in cooperative situations; shares ideas and concerns, and appreciates multiple perspectives.\r\nThere was also an unrestricted comments section for those responses that students felt were important to the slew but not included in the checklist (See aux iliary A). Disposition & Early Childhood Teachers 15 Procedures The instrument was administered double to the students and finished once by the instructor. The students completed the checklist based on their observation of themselves at the middle of the semester. The students then completed the instrument anonymously on a group member at the end of the semester. Finally, the instructor completed the disposition checklist on all of the students at the end of the semester.\r\nEach checklist was submitted the solar day it was completed and all of the data were compiled ten days after the last checklist was collected. Though this was a mixed methods study, the research chose to address the quantitative aspect of the study at this time. Results The data was subject to descriptive statistical analysis, by way of per centumages. Self- inform In the category of belonging disposition, all of the participants rated themselves as displaying satisfactory performance; with 39 (83%) repor ting symbolical performance and 8 (17%) reporting evaluate performance.\r\nIn the category of mastery disposition 27 (57%) of the participants rated themselves as symbolical performance, 17 (36%) reported anticipate performance, and a mild parcel; 3 (7%) rated themselves an area of concern-below judge performance. In the category of the independence disposition, coulomb% rated themselves as satisfactory in the area with 25 (53%) of them rated as worthy performance and 22 (47%) at judge performance.\r\nFinally, in the disposition of generosity, 39 (83%) of the participants rated themselves with an exemplary performance and with 8 (17%) of preservice teachers rated themselves with expected performance (See auxiliary B, Table 1). Disposition & Early Childhood Teachers 16 predict 1. arrive of Students 50 40 30 20 10 0 Exemplary evaluate Below pass judgment Not notice on gi ng M as te ry In de pe nd B el Peer Reporting In the category of belonging, 40 (85%) of the par ticipants rated their classmates as exemplary performance with 5 (10%) of the students citing expected performance.\r\nFive part of the participants rated their peers in the area of concern-below expected performance. In the category of mastery, 39 (83%) of the participants rated their peers at exemplary performance. Fifteen percent of participants rated their peers with expected performance and a micro percentage of participants reported 1 (2%) of their peers at an area of concern-below expected performance. In the category of the independence, 39 (83%) of the participants rated each other with exemplary performance in this area. Of the preservice teachers, 5 (10%) were rated by their peers as meeting expected performance.\r\n septette percent of the participants rated each other in the category of belowexpected performance. In the category of generosity, 41(86 %) of the participants rated each other with a score of exemplary performance. Seven percent of participants rated their peers with expected performance. Finally, 3 (7 %) of the participants rated their peers below expected performance (See Appendix B, Table 2). G en er os ity en ce Disposition & Early Childhood Teachers 17 Figure 2. Number of Students 50 40 30 20 10 0 Exemplary anticipate Below Expected Not Observed er y nd en ce gi n B el on.\r\nIn de pe Instructor Reporting In the category of belonging, the instructor rated 12 (25%) of the participants as displaying exemplary performance. Fifty-seven percent of preservice teachers were rated as displaying expected performance. Seventeen percent of the participants were rated belowexpected performance. In the category of mastery, the instructor rated 7 (15%) of the participants as exemplary performance. Thirty-two percent were rated as expected performance and a smaller percentage; 25 (53%) of the participants were rated as below expected performance area of concern.\r\nIn the category of independence, 9 (19%) of the students were rated as dis playing exemplary performance. cardinal percent of participants were rated as having expected performance and 26 (55%) of the participants were rated as below expected performance. In the category of generosity, the instructor rated 7 (15%) of the participants as exemplary performance and 33 (70%) at expected performance. Fifteen percent of the participants were rated at area of concern-below expected performance (See Appendix B, Table 3). G en er os M as t ity g\r\nDisposition & Early Childhood Teachers 18 Figure 3. Number of Students 50 45 40 35 30 25 20 15 10 5 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Figure 4. Comparison of Students’ Scores 3. 5 3 Mean Score 2. 5 2 1. 5 1 0. 5 0 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 Number of Students Reported by instructor Reported by self Reported by peer handling This tool provided three views of major disposition categories. The most marked difference was between the instructor s view of the participants’ disposition of independence (Figure 4).\r\nThe inequality solicits questions about the definition of independence based on objectives and the context provided by the program’s conceptual framework. It is possible that the proactive descriptor could be part of this definition. G en er os ity en ce Disposition & Early Childhood Teachers 19 Mastery was another disposition that elicited conversation and conflict. This, like independence, was controversial as well. Participants tended to view completing assignments as mastery whereas the instructor looked at issues of quality. Belonging was a disposition that was really consistent across all three reporting groups.\r\nThis disposition is critiqued because it sets the stage for collegiality; an essential part of teacher life. Generosity was also consistent across all three reporting groups. This disposition too, is critical for set seeds of empathy; a descriptor in the university’s conceptual framework. As far as limitations are concerned, the research acknowledges a a few(prenominal) of them. premier(prenominal) of all, of the university’s descriptors are not discreetly measured or assessed. Secondly, the number of students is a relatively small number. Third, these students are in the first methods block of the teacher education program.\r\nThe researcher questions what this data would unveil if the students were assessed towards the end of the program. Conclusion The study found a significant difference between the instructor’s view of the student’s disposition and their view of themselves. The research found this to be of importance and aforethought(ip) to examine this phenomenon qualitatively. Independence was the one disposition where students were actually aligned with the perception of that disposition with the instructor. Implications This small, yet informative study delineates three relatively important points.\r\nFirst, we must make the importance of dispositions explicit in each course, not just listed in the course objectives. It must be surfaced in the courses and monitored qualitatively and quantitatively. Secondly, we must teach students how to surface dispositions and understand the total Disposition & Early Childhood Teachers 20 commitment associated with the conceptual frameworks of each institution’s teacher education program. Third and finally, we must continue to create and fine tune a more concise process for creating banks of proportional disposition data in our accreditation and institutional reports that inform a dynamic curriculum.\r\nAs issues of teacher quality and student performance continue to avail, we must make the examination of the potential and power of disposition a part of the deliberate conversation. Disposition & Early Childhood Teachers 21 References Battalio, R. , Morin, J. (2004). Constructing misbehaviour: The Efficacy Connection in Responding to Misb ehavior. journal of Positive Behavior Interventions. Vol. 6. 251-254. Barton, K. C. , and McCully, A. W. (2004). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives.\r\nJournal of Curriculum Studies Vol. 37, 85-116. Beckham, L. ; Julian, K. ; Roberson, T. ; Whitsett, G. (2007). First Year Teachers’ Reported Levels of Functioning on Selected Professional Dispositions. Education. Vol. 128. 95102. Beyer, L. E. (2002). The politics of standardization: Teacher education in the USA. Journal of Education for Teaching, 28, 239-246 PD. Bowers, C. A. , & Flinders, David J. (1990). Responsive teaching: An bionomical approach to classroom patterns f language, culture, and thought. revolutionary York: Teachers College Press. Cherryholmes, C.H. (1988).\r\nPower and criticism: Poststructural investigations in education. new-sprung(prenominal) York: Teachers College Press. Combs, A. W. ; Avilz, D. ; Purkey, W. (1971) Helping Relationships-Basic Concepts for the Helping Professions. Allyn and Bacon, Inc. Boston, MA. Dewey, J. (1916). Democracy and education. innovative York: Free Press. Doll, W. B. (1993). A postmodern perspective on curriculum. New York: Teachers College Press. disposition. (2010). In Merriam-Webster Online Dictionary. Retrieved January 17, 2010, from http://www. merriam-webster. com/ vocabulary/dis.\r\n'

'Evolution of Human Speech Essay\r'

'It rotter non be disputed that wrangle is an important case in communication and above each(prenominal) it en suit fitteds cosmos to adapt to his environment by expressing his feelings, thoughts and sen periodnts. The power of the spoken intelligence agency is overly app arnt in distinguishable politics at it reflects what should be done and the crowning(prenominal) success of the society. This illustrates why this art was take millions of years agone by the superannuated gay and has been customd since then. However, the origin and tuition of row is still unclear with various(a) theories creation put forward to gayage this issue.\r\nThe most recent maturation in this field has been the proposal that this unique compassionate characteristic real from the gene FOXP2 in the KE family. However, this is yet to be affirmed as counter propositions have been raised, both by scientists, anthropologists and biologists. It is upon this background that this paper aims at analyzing the assorted phases of the evolution of hu homo rescue. Speech is a complex occurrence that is stipulated by inflection and flow.\r\nHowever, Hewitt empha surfaces that gestures ar the most fundamental perspective of vernacular because of the fact that speech e hu gentlemilitary personnels gentle gentle humanskindnessates from the exploit of certain body organs in a systematic manner (342). From this, he further argues that the earliest human beings basically utilize gestures in communication (342). This pronounced the earliest form and starts a go to modern human speech. harmonize to Crow, man definitely discloseed this sign nomenclature from the birds and the insect gestures (49). In this respect, he indicates that the birds usually take a material for nesting to the ally as a sign of proposal.\r\nIn addition, the bees usually move their tails in a certain specific interrogative when they land on a superlative that has nectar. From observing the char acters of these and other(a) animals wish the dogs and the cats, man came up with a sign run-in to enable him communicate just analogous the other animals (Hewitt 342). As such different gestures were adopted by man to symbolize different social functions and ideas. For example, waving meant good bye, putt fingers on the lips meant keep quiet and oscillation ones head meant disagreement. Hauser indicates that these gestures are still being used by the modern man and has the same implication (52).\r\nIn addition, the gestures are universal and mean the same thing in diverse cultures. This has an implication that speech developed from a single source. Further, by watching the animals such as dogs and chimpanzees benefit some live ons when expressing different emotions, Maddeison points out that man also imitated them and came up with certain syllables that could extend the different emotions comparable for instance crying, express emotion among others (56). Indeed, he aff irms that the traditional man was able to grunt, cry and produce other mad sounds with the help of his laryngeal glands.\r\nHowever, Hewitt argues that man developed speech because of his craftsmanship (342). To this end, he indicates that as man involved his turn over in virtual(a) activities like Agriculture and crafts, he increasingly found it difficult to use his hands to communicate by gesturing piece of music working at the same time. Further much than, since his eye also tough on the duties he was doing, it became difficult to see and acknowledge the gestures. harmonise to Hewitt, this prompted him to derive other ways of expressing his ideas duration working at the same time (342).\r\nThus, Crow shows that he developed this exploitation the lips and the expectoration and that is when speech was born (57). using of speech is thus colligate to the gestures that man once used. In this respect, it advise be noned that children that are learning how to draw up oft en twist their mother tongues as their hands move. In addition, it can be discovered that when a soul is using a pair of scissors to cut anything, usually, the jaws of the person also move simultaneously. From this, Hewitt argues that it can be concluded that as it became more and more difficult to use hands in gesturing, man adopted the gestures using his jaw, lips and tongue (342).\r\nHence, the breeding of speech is actually related to the activities that man engaged in. In other linguistic communication, man adopted his speech from hunting expedition of his hands as he concentrated on different activities. With time, man got used to using the jaw, tongue and lips and his hands retired tout ensemble from gesturing. Afterwards another life-sustaining breakthrough was do that if air could be blown through the nose or let out as the jaw, lips and the tongue moved systematically, these movements could construct audible either as whispers or as sounds (Hauser p. 55).\r\n This reflected the sounds of grunting, snoring and crying made by man initially. As a result man was able to taste these sounds and hence communicate even when in the dark or when away from his peers, something he could not do earlier on. However, it was before long realized that not all movements of the jaws, lips and tongue were successful in producing these audible and crystal clear sounds. Hence, according to Hewitt, man decided to verge the mouth movement to up and atomic reactor and not sideways (343). This was real impelling in producing the coherent and audible sounds and man was then able to communicate effectively.\r\nAfterwards, man realized that the repetition of these sounds could stir spoken communication and many backchats could make a speech. He made this idea practical temporary hookup relatively using the talking to and finally, he was able to communicate clearly. In addition, Hauser argues that the training of these oral communication was contributed to by the activities that man engaged in (57). For example, he explains that the word â€Å"sip” originates from the act is sipping. According to him, when man sips any liquid, and air is blown in to the mouth, the sounds of sip sap are produced. This explains how the word sipping came in to existence.\r\nIt should be noted that these words are acknowledged ad comprehended universally and including in English. In the development of speech, Crow points out that man started with simple(a) words and consonants before developing more complex words (62). To this effect, he indicates that the baboon can say certain simple words like man, is, eat amongst others although it can not use the words successively to make a sentence. Likewise, Crow contents that the development of speech took the same pattern (62). According to him, man started with simple words like go, eat, is amongst others before he came up with more complex words.\r\nHowever, unlike the baboon, man was able to repe at these sounds because he has two interlinked tubes in the vocal track while the baboon and the chimpanzee have only one (Crow p. 63). This explains while these animals, besides being hominids can not use speech. Words differ comfortably because of the different environment and other scenarios that are unique to different areas. These include the climatic conditions, culture and other natural episodes and scenarios that characterize different areas. Despite this, Hewitt asserts that speech originated from the very first attempt by man to use lips, the tongue and jaws (343).\r\nThis development is sensed to have occurred virtually 400,000 years ago when is thought to have developed the natural organs to aid in the same. Specifically, the nervus hypoglosus canal is perceived to be slavish in attaining this condition and the right size for this is thought to have developed at this time. In addition, the gland is effective in transferring the relevant signals to the brain which t hen develops the ideas to be passed on. Despite the development of these vital organs, it is not clear whether speech developed at the same time or later on as other studies point out that speech developed only 100000 years ago (Maddeison, p.\r\n62). To this effect, he argues that other vital features in speech development like the long neck developed almost 100000 years ago and therefore, speech developed then. Conclusion In conclusion, it can be ascertained that the development of speech in man is a phenomenon that started millions of years ago. This started by man imitating the gestures made by birds, insects and animals. Then, he started emulating the sounds made by the same and gradually developed his own sound system.\r\nIt is also worth noting that the advent of craftsmanship contributed a great deal to the development of speech. In fact, it can be argued that this was the major factor that made man develop his speech.\r\nWorks Cited\r\nDavidson, Hauser. Development of Spee ch in the Hominids; Cambridge: University Press, 1997. Foged, Maddeison. The Diversity in Linguistics; UK: Oxford, 1996. McLarnon, Hewitt. â€Å"Anthropology: The furrow and Development of Human Speech” American journal of Linguistic Inquiry, 109 (3) 1999: 341-343 Ploog, Crow,J. The Modern homo and Development of Speech; UK: Ox\r\n'

'Financial Analysis of Victoria Secret Essay\r'

'INCOME description ANALYSIS\r\ncapital of Seychelles unknown appears to be a cabbage qualified conjunction. capital of Seychelles concealed is sidetrack of L Brands whose run income was at $ 211 cardinal, up by $24 million from the travel quarter. Specifically at capital of Seychelles’s whodunit, sales increased by 4% to reach 5.4 cardinal only when operating(a) income fall by 6% to 1.71 billion. It appears that capital of Seychelles cryptical’s major expense was their Cost of Goods sell, COGS, which totaled at 1.3144 billion. The gross boodle pct as at February 2013 was 47.87% (NASDAQ, 2014).\r\nBALANCE SHEET ANALYSIS\r\nAssets of capital of Seychelles’s obscure befuddle steadily increased in the last three fiscal years. As at November 2013, return on Assets was at 12.73% up from 12.2% in January 2013. Return on equities has been high as wholesome, at 105.39% in January 2012, up from 44% in 2011. Liabilities prepare in like manner sadly in creased in the last four years. Expenses keep increased from $630 million in August 2013 to $645 million in November 2013 (L Brands, 2014). The Cost of Goods Sold has decreased however, from $1.527 billion in August 2013 to $1.314 billion in November 2013. Total liabilities were at $7.456 billion in November 2013, up from $6.933 billion in August 2013 (NASDAQ, 2014).\r\n didactics OF STOCKHOLDER’S EQUITY\r\nRetained salary were in the banishs for capital of Seychelles’s Secret stockholders. As at November 2013 it was -$519 million. Common stock was at $153 million still treasury stock was at a negative of -$740 million (NASDAQ, 2014).\r\nSTATEMENT OF CASH FLOWS\r\nThe concluding hard hard cash provided as a issuance of operating activities as at January 2014was at 1.279 billion dollars, dapple the net cash provided as a result of expend activities at -$106 million (L Brands, 2014). The net cash provided as a result of financing activities was also at a negati ve at -$78 million. The negative cash flows brought approximately by investing and financing activities imply that they have woo the federation much currency in their undertaking than they have brought in. However, the large cash flows brought in by operating activities are more(prenominal) than sufficient to overlie the losings brought about by the other categories, so the negative cash flows do non worry me overly much.\r\nFINANCIAL RATIO ANALYSIS\r\nAfter conducting the monetary ratios for capital of Seychelles Secrets, it is clear to me that they are able to assemble consumer demands while maintaining monetary stability. Their Liquidity Measures ratios suggests that the company is able to adequately remuneration for the liabilities while investing assets in a st measuregic manner. Net Working large(p) to Total Assets results show that capital of Seychelles Secret is able to efficiently turn assets and cover short-term liabilities. The company is in fair health, h owever there is a decline in 2011-2013, suggesting a slight stretch forth turning their assets into cash fast enough to cover their liabilities. For their collection period it takes about 7-8 days for capital of Seychelles Secret to collect cash, meaning that they collect cash quickly for reinvestment purposes. capital of Seychelles Secret depletes and replenishes their inventory at least five times per year to accomplish their consumer demand.\r\nFixed Asset Turnover for Victoria Secret proves that they are able to use their fixed assets in effect towards sales tax incomes. They are able to generate $4 to $5 of sales for every $1 that is invested in fixed assets. Their debt/leverage measures the low debt to total asset ratio implies that Victoria Secret assets are financed more through equity rather than debt and that they are apply a conservative capital structure; ultimately, by keeping their debts low and manageable, they have a pecuniary advantage. However, Victoria Secret whitethorn not be taking advantage of their increase utilitys that comes with monetary advantage.\r\nVictoria Secret’s gross profit margin is above industry norms, indicating that Victoria Secret is generating strong sales prices that are relative to their cost of goods sold. Victoria Secret’s operating profit margin ratio shows that they have complete and potent control of their operating costs, however their sales could be increasing faster than their operating costs. The net profit margin ratios suggests that Victoria Secret has a any(prenominal) cushioning that leave behind help protect them in case of hard times. Victoria Secret is efficaciously managing and turning assets into generating earnings and income on red-hot investments. Victoria Secret makes at least $2.50 per share and is generating a signifi appriset dividend for their investors, which leads investors anticipating a higher future increase.\r\ngross revenue FORECASTING\r\nDuring per airing th e sales forecast for Victoria’s Secret, I learned that for most part that Victoria’s Secret has an incline in their profits. They have however hit a few bumps here and there. The causes of this could be more cost for Victoria’s Secret purchasing materials and production of their products. some other reason for this could also be a sulky rate in sales than usual. Like I said, for the most Victoria Secret has seen an incline in their profits and sales throughout the years.\r\nPerforming the shareage of sales forecast for Victoria’s Secret, I established a forecasted sales of 5 percent which means that they would have to have a sales of $2,808 compared to their last years $2,675. This is a very viable number for Victoria Secret to achieve, considering that majority of their money in assets outweighs their liabilities. The EFN, international Financing Needed, for Victoria Secret is $2,855. This indicates that Victoria Secret would need to obtain External Financing Needed to achieve the $2,808 forecasted sales level, which 5% more of their current sales revenue.\r\nSUBSTANTIAL increase RATE ANALYSIS\r\nVictoria Secret has had a steady maturation over the analyzed period. It has not been similarly slow or as well as fast, but one that shows that they are adequately handling the reformist growth of the company. This shows that Victoria Secret is paying last attention to all details of the judicature.\r\nCONSEQUENCES FACED BY FIRMS THAT GROW AT A RATE THAT IS not CONSISTENT WITH THEIR SUSTAINABLE RATE\r\nGrowing too fast as crazy as it may sound, does have potential consequences for the organizations. These consequences could come in the form of the organization not being able to reach customer demand, hire and/or train heart-to-heart employees to accommodate for the growth, and herculeany in obtaining cash to complement the growth. When an organizations too fast it will need more capital to support the growth. On the rever se side, a growth too slow cornerstone be as destructive as growing too fast.\r\nSlow growth can have the consequences of wanting(p) or needing to expand their organization, however if they do learn to expand without the support of a sufficient revenue; then the organization runs into potential trouble with investors. If Victoria Secret grew at a rate where it was difficult for them to be consistent with their sustainable rate, then they would have either to find additional funding or consider eliminating some of their debt.\r\nIF THE FIRM GREW AT A RATE ABOVE OR BELOW THE SGR, HOW DID IT pay ITS EXCESSIVE GROWTH OR REWARD ITS STOCKHOLDERS FOR THE UNDERPERFORMANCE\r\nSince Victoria Secret has a sustainable growth rate that is steady, they did not need to finance an excessive growth or reward their stockholders for an underperformance. Victoria Secret’s continued growth and success will guess on their ability to open and operate sassy stores and to expand and even remode l existing stores in a manner that is not only by the way but also on a juicy basis. Accomplishing their raw(a) and existing store expansion goals will depend upon a number of factors, including their ability to assemble with developers in order to obtain suitable sites for new and expanded stores, the hiring and training of qualified personnel, and the integration of new stores into existing operations. However, there are risks associated with these growths, which could be having a negative effect on their results of operations, pecuniary term and cash flows.\r\nFINAL ANALYSIS\r\nUpon my initial analytic thinking on the financial performance of Victoria Secret, I assumed that were a profitable company. After do the financial ratios analysis, forecast of sales analysis, and the substantial growth analysis; my assumption proved to be correct. Victoria Secret proves to be the most profitable line of work owned by L Brands. Granted Victoria Secret has had their fair share of b umps in the road, but because of their strategic financial plan, those bumps did not have a great deal of import financial for them.\r\nWhat I have learned from doing the financial analysis on Victoria Secret is that they are an organization who takes sagacious their financial performance seriously. They know, understand, and most importantly can successfully create financial strategic plans can serves as a tool for their success, as well as prepare them in case of a â€Å" showery day”. This is where majority of organizations fail in performing a financial analysis and preparing a financial strategic plan. Most organizations do not want to opine or even hold to the potential of having a â€Å"rainy day”, because in their eyes it sets them up for failure. Victoria Secret apparently knows the importance of embracing the idea of a â€Å"rainy day” and prepares for it, which is one of the many reasons they are such(prenominal) a successful organization.\r\nCond ucting the financial analysis on Victoria Secret also proves that my prediction about how they are able to turn assets into income to can pay for their liabilities as well as have enough left over to reinvest back into the organization. Victoria Secret clearly understands that growth is crucial for the success of the organization while at the same keeping their growth maintainable without getting themselves into financial trouble. It is clear that Victoria Secret knows the importance of knowing how to do a financial analysis of their organization’s financial performance and using the analysis to build a strategic financial plan. I do believe that if Victoria Secret keeps a diligent piquet on their financial performance and does regular financial analysis, they can continue to be a draw and quarter to be reckoned with that they have been in the retail industry.\r\nReferences\r\nBaral, S. (2013). _The repugn of Attaining Sustaintable Growth ._ Retrieved from http://prj.co.in /setup/business/paper77.pdf\r\n line Town. (2003). _Pro Forma isotropy Sheets._ Retrieved from http://www.businesstown.com/accounting/projections-balance.asp\r\nBusiness Town. (2003). _Pro Forma Income Statements._ Retrieved from http://www.businesstown.com/accounting/projections-statements.asp\r\nHoovers. (2014). _Victoria’s Secret Stores, LLC. ._ Retrieved from http://www.hoovers.com/company-information/cs/competition.Victorias_Secret_Stores_LLC.d793812b13b17deb.html\r\nL Brands. (2014). _Financials._ Retrieved from http://www.lb.com/investors/financial_information/financials.aspx\r\nL Brands. (2014). _SEC Filings._ Retrieved from http://www.lb.com/investors/company_info/sec_filings.aspx\r\nLane, M. (2014). _Percentage of Sales Method._ Retrieved from Business Finance Online: http://www.zenwealth.com/businessfinanceonline/FF/PercentageOfSales.html\r\nLutz, A. (2013). _Why The Lingerie Industry Can’t Compete With Victoria’s Secret._ Retrieved from http://www.b usinessinsider.com/victorias-secret-will-beat-competition-2013-9\r\nNASDAQ. (2014). _L Brands, Inc. Stock Report._ Retrieved from http://www.nasdaq.com/ symbolization/lb/stock-report\r\n'

'Examine how soaps attract their target audience Essay\r'

'The causation I am paper this rise is because I am going to advert the difference between two flogs, mavin is Australian and the separate is side of meat. The Australian trounce is called â€Å"Neighbours” and the position scoop is â€Å" investment laid-backway”. We be looking at these two lathers because we atomic number 18 seeing how successful separately soap is at attracting its tar posit sense of hearing. The first soap I leave write about will be â€Å" coronation lane” this soap is the side soap out of the two, so it is set in England at a town called Wetherfield, just foreign of Manchester.\r\nIn really life Wetherfield is a town down south. The set of â€Å" coronation highroad” has an hoary pebble bridle-path, with old terrace housing. There argon numerous meeting places within the soap which argon Peoples houses, except in the specific episode I am talking about the house that it is set in ar Janise’s house. The houses that it makes the street typically English are old Victorian houses which are Terrance houses. The a nonher(prenominal) meting places within the soap are Rovers Inn, the cafi?? and Roy’s Rolls. On the episode I watched the climate was genuinely frore and cloudy.\r\nThe main characters which appear on the soap â€Å"Coronation Street” are Janice and Les who are married save are acquiring a divorce. Dev and Gina are a nonher(prenominal) two big characters in the episode I am writing about. They are getting married, in the episode we only see them on in that location hen and stag night. The other characters which seize’t play much of a part in the episode I am talking are Deidre, Ken, Curly, Terry and Maxine. There are 10 plot line going on in â€Å"Coronation street”, I will tell you some of them. Deidre had a nonpareil night stand with Dev, except instantly Dev is getting married to Gina, so Deidre is turn over.\r\nA wonder fellow ship is being organized of the happy couples getting married, which are Dev and Dina. Curly and his partner had a baby. Janice’s boyfriend Dennis died in a car accident. extreme but not least Maxine is pregnant. The way the plot lines are set out in the episodes is that the skip to one tierline at a time so it would be alike a cycle e. g. 1, 2, 3, 4, 1, 2, 3, 4. I think the outflank characters in â€Å"Coronation Street” are Dev and Dina, because they really do look like they are in love, as I don not normally watch this soap I could tell straight away that they were in love.\r\nSince I don’t have background teaching on the soap I drop’t tell if Dev and Dina are together in real life or not, but if they are not they are really good actors. The best storyline in â€Å"Coronation Street” has to be the â€Å"party” that the street was organizing for the married couple to be, and how Deidre looks all upset and depressed. The way that the manufacturing business makes the soap â€Å"Coronation Street” typically English is the English accent is brought into the soap, many a(prenominal) a(prenominal) pubs in the street which England has take fleet for character we must have roughly about 10 pubs where I live.\r\nThe way the characters use the typically English phrase â€Å"do you want a form of tea? ” which this phrase is often heard in the English langu suppurate. Also earlier in the essay I mentioned that in that respect were coble streets and Terrance houses. The target audience the soap â€Å"Coronation Street” is aimed at is mainly old commonwealth and their family and middle corned women. The approximation tune up makes you feel really old. The reason I verbalize family was because â€Å"Coronation Street” is put on in prime time when all the family gets together.\r\nAn middle aged women can convert to in that location life done an soap like â€Å"Coronation Street” there is also some other reason an middle age women cleverness watch â€Å"Coronation Street” this reason would be that there are many womanish characters in the soap. ……………. One of the characters in â€Å"Coronation Street” is a certain race to this will countenance other races to watch the soap. Another character in the soap has they equivalent affect on the audience and that is Roy because he owns his own company other sight who think that they can’t relate to â€Å"Coronation Street” they watch how is business is going.\r\nI slam this because my Uncle Robert does the same thing. The storyline with Janice and lose of her boyfriend is another eye catcher for the audience as many peck can relate to it as they might have lost there boyfriend with and through death or just breakup. The other storyline with attracts the audiences attention is Maxine and her that she is carrying even tough the baby isn’t her boy friends she will have to face the truth one day, another case of the same story is in â€Å"Eastenders” where Lisa has had Phil’s baby. The location of the soap â€Å"Neighbours” is set in Australia.\r\nAlso in â€Å"Coronation Street” the soap â€Å"Neighbours” also has many meeting points which are people’s houses but in the episode i watched it was just â€Å"Lou’s place”. The other meting places were substantially Hair Day Salon, the Dina, outside Karl’s warehouse and the school. The Climate unlike â€Å"Coronation Street” was blithesome hot with a lovely clear sky. some of the main characters which appear in the soap, are Karl and Susan who are married and have two kids called Stephanie and ……….. Lou and Louise are other two main Characters in the soap and Lou is the overprotect of Louise.\r\nSandy and John are married. And there are many other characters who are Libby, Drew, Paul, Felic ity, Joe, Todd, Toady, Maggie, Emily, Evan, Lyn, Harold, king of beasts, Matt, Dee, Tess, Michelle, Joel and Sandy. There are only 5 compared to â€Å"Coronation Street” in which there are 10. In â€Å"Neighbours” Lou is losing Louise his daughter because he lost the Hearing. Stephanie has got a job interview, which she doesn’t get because her Mum and sister give her a makeover, in which the Interviewer did not like as Stephanie would be functional with men.\r\nStephanie also runs into an old mate who she new through Woody, as woody and him shared the same fashion in hospital. king of beasts’s dad recons that Leo is being bullied, so he takes action. As Leo confronts his dad to say that he wasn’t bullied but didn’t give certain people their essays that they salaried for. Karl is receiving a delivery in which he hasn’t the slightest clue what the deliver contains. I think the best character in â€Å"Neighbours” is Lou as he has such(prenominal) a hard part to play, losing his Louise is a very heart breaking experience, which also brings Lou thinking how much one Human being means to him.\r\nI also recon the best storyline has to be Lou losing Louise, I does make you want to cry, it also brings the audiences emotions into the picture. The soap â€Å"Neighbours” is typically Australian because of the climate which I mentioned earlier on in the essay. The registration number on the car is Australian. At the beginning of the soap while the theme tune is playing the characters are all round a pool and are having a BBQ in which the Australians are famous for. The Target audience for â€Å"Neighbours” is tout ensemble different from the audience that â€Å"Coronation Street” is aiming for.\r\nThe producer of â€Å"Neighbours” is aiming for a much young audience than â€Å"Coronation Street”. The storyline where Lou loses Louise attracts too different ages of the audience, the younger and the older, because some kids could refer to Louise’s situation, and some adults can refer to Lou’s situation on permit Louise go. Early twenties are aimed at as well as Stephanie goes for a job interview in which she doesn’t get. Leo brings younger people to the audience as he is in high school, and Karl brings business people to the audience as he owns his own business in the soap the same as Roy in â€Å"Coronation Street”.\r\nMy shoemakers last on the soaps â€Å"Coronation Street” and â€Å"Neighbours” is that â€Å"Neighbours” attracted the audience it was aiming for much better that â€Å"Coronation Street” as in â€Å"Neighbours” they brought the story of Lou and Louise. In â€Å"Coronation Street” there was much to relate to in my age group. As I have mentioned before Lou’s story brings everyone’s emotions together. As I do not normally watch these soaps I don’t see if â€Å"Coronation Street” relates to me or not.\r\n'

'Analyse How Moliere Uses Comedy as a Dramatic Technique in Le Tartuffe\r'

'Set in the seventeenth century, Moliere’s Drama, Le Tartuffe is a satirical illustration of religious hypocrisy. Its harlequinade drives the short-change in a direction where the interview can not only when be entertained but understand the morality which atomic number 18 portrayed. It is important to realise the historical scope that influenced Moliere’s work of Le Tartuffe in drift to understand the construction of the natures and comedy portrayed.\r\nCommedia dell’arte were a group of traveling players in Italy who specialised in improvised theatre, creating stock characters for every performance for the auditory modality to identify with and understand their representation in a ridiculous way. Some of these features grant been known to have inspired Moliere’s construction of the plot and characters such as Clever talking Dorine shedding blowzy on the truth. In that way, Dorine almost acts as a comedic dramatic tool to highlight the trut hs and themes of the play.\r\nThis is particularly discern fitted in her dialogue towards Madame Pernelle, ‘Il passe displace un saint dans votre fantaisie:/Tout son fait, croyez-moi, n’est rein qu’hypocrisie’(Moliere: 1. 1. 69) In supporting this idea, rotating shaft Hampshire Nurse writes that Dorine has ‘ lustrous wit with which she ridicules hypocrisy’ (1991:85). Although the majority of modern audience’s would find the witty servant humorous, Paula Alekson far-famed that ‘Moliere became a master of â€Å"Le ridicule”, so much so that in the process of devising the audiences laugh, he made a multitude of wicked enemies’(2007:ll 15-16).\r\nAway from the controversy that the themes created, Moliere generates much more of the comedy in terms of language, structure and pace of the play. For example in the exposition, when Madame Pernelle talks to the rest of the characters, we are capable to see the desire of power towards the daughters as they try to speak by saying, ‘Mais…. Je crois…mais ma mere’ (Moliere:1. 1)but are cut off every time. Furthermore, repetition is utilise when Orgon says, ‘Et Tartuffe? / Le pauvre home! (Moliere:1. 4) This conveys Orgons constant obsessive reputation over Tartuffe which provokes laughter.\r\nOf course when being performed the proxemics and movement of the character along with the dialogue would emphasise the comedy and do it farce that Moliere had stylized the play with. Overall, we are able to conclude that Moliere uses a variety of different techniques, and themes to possess the comedy work for the play. We realise that it is not ripe a form of entertainment but to attending the audience in following the events in the play; to understand the central themes. Andrew Calder noted that Moliere does this in both his plays, Le Tartuffe (1664) and Don Jaun (1665).\r\nCalder states that they go ‘beyond the merry s tage, and both reflect a lively avocation in some of the most topical, moral and theological issues of the time. ’ (1973:153). [Wordcount:457] Bibliography Moliere, 2006. Le Tartuffe. Paris: Larousse. Alekson, Paula. 2007. Dramatic and Theatrical elan a la Moliere: Le ridicule, le naturel, and â€Å"The comic war”. [online] Available at: http://www. mccarter. org/Education/tartuffe/hypertext markup language/4. html Calder, Andrew. 1973. Moliere: The Theory and Practice of Comedy. London:Athlone Nurse, Peter Hampshire,1991. Moliere and The Comic Spirit. Geneve:Libraire Droz\r\n'

'Texts in Time: Heart of Darkness vs Blood Diamond\r'

'Leukocytes Salmons bureau he schemes to use him to get his hands on an extremely valuable diamond; the Diamond of Salmons spirit (his son Did) for the large conflict stone. During the first one-half of the movie Danny is inconsiderate and self-centered; however he is influenced by Salmons love, Maydays passion and Benjamin philosophy and belatedly transforms into thoughtful man who can see barely than the simplistic principles of greed and wealth. 010 Troy Greater pappy, simply at great cost to the African civilians. but now we know the truth and were not so happy anymore. We should thank Kick for opening our eye and questioning how far is too far? An fixation with wealth is the driving force for not scarce antagonists Captain Poison and Van De Kappa but for the star-of-the-show, Danny Archer, too. Danny was born(p) in Rhodesia, the country we know today as Zanzibar and lost his parents when he was seven. His m opposite was violated ahead murdered along with his father and Danny was adopted into he army.After serving his country and being robbed of his family and childhood he felt he deserved to be squiffy and became involved in the illicit diamond trade. As he never had the opportunity to value something other than money, wealth was his highest priority. Lear inning o f Of course, these concomitant stories are fictional, but they have been created to inform us that these horrific events happen, and have been taking place for over one blow years. Kick as set forth his movie as ‘holding up a error to the world, to remind the world of itself, even if this emblem is unflattering. He has commented shifts in the paradigm only set out or so when people are willing to do this. Conrad and Kicks works comment on set want wealth, power and family and issues such as exploitation, discrimination and violence. In both stories something small like the desire for a sparkly ring can have a powerful and ongoing unintended effect. The films negative si tuations and gentlemans gentleman suffering are meant to outrage us so hat we will take action, thereby producing a positive outcome from the film.This is true for Conrad and Kicks creations, as a single book/ movie has sparked awareness of the nuisance and inspired people to reach out and advance a change. Please Join us in our crusade for a brighter future. Feature Article not So Crystal Clear The truth about diamonds and proof our values havent changed in one hundred years. BY HOLLY SMITH Over time, our core values have remained relatively unchanged, even if attitudes towards them now differ.\r\n'

'Dutchman – Thematic Analysis Paper\r'

'Williams, Jae`da June 19, 2012 ENC 1102 Dutch human Thematic Analysis The sound out â€Å"racial tension” is a sm in all r destroyering of the main theme in Dutchman by Amiri Baraka. speckle race is a vital part of the implicit in(p) messages in the inkiness market, it stems to a much broader term. In Dutchman Amiri Baraka attempts to mountain chain the attention of the African American society. Baraka uses corpse’s reference show up to show readers that complete immersion into anformer(a)(prenominal) culture is wrong. He asks to awaken the African American men and women in a predominately Caucasian American culture to subconsciously kill the somebody that is represent by frame in the wanton.Not that does Baraka compulsion readers and audience members to kill their inner clay, scarcely pooh-pooh to conform to what is receiven as the â€Å"Average African American man /cleaning lady”. The post- panorama process that canvasss intrust after rea ding or seeing the repair is what triggers the desire to re-evaluate unrivalledself in who they atomic number 18 and how they are visualized in society. In the article Dutchman Reconsidered by Thaddeus Martin, it is utter that Lula’s whimsical and formless personality is Baraka’s way of give tongue to that the freedom of discolors is boundless, and systems â€Å"Puritanical and puritanical” ways shows how portentouss are condemned to suffer the furies of that freedom. Martin 62) For example carcass and Lula’s dialogue in scene one: â€Å" dust: Wow. all told these people, so suddenly. They must all come from the same place. Lula:Right. That they do. Clay: Oh? You know roughly them too? Lula: Oh yeah. About them much than I know virtually you. Do they frighten you? Clay: frighten off me? Why should they frighten me? Lula: ‘Cause you’re an escape nigger. Clay: Yeah? Lula: ‘Cause you crawled through the fit out and do tracks to my side? Clay: Wire? Lula: bear’t they have wire around plantations? Clay: You must be Jewish. All you can conceive about is wire.Plantations didn’t have both wire. Plantations were boastful open lividwashed places like heaven, and ein truthbody on ‘em was grooved to be there. Just strummin’ and hummin’ all day. Lula: Yes, yes. ” (Baraka 2754) Lula refers to Clay as an escaped nigger because he crawled through the wire and made tracks to her side. Lula’s reason for aphorism such a statement shows the common toast that all black people admire white style. With Clay giving such an apathetic reply to Lula’s comment, it is an example of the suggested submissiveness to white authority from an African American.This kind of behavior from Clay is utilise as a reminder to African Americans to idolize the thoughts and ideas of Caucasians. (Martin 62) at that place is a power struggle between black and white in Dutchma n. When Clay was the more than ascendent character as an African American man he had a sand of confidence and assurance about himself, but once he is killed, his character is seen as the person you don’t trust to be. Baraka’s idea is that if you take on the ways of Clay til nowtually you volition end up someone you’re not, losing your true self.On the contrary when Lula was the more dominant person she had a sense of evaluate that everyplacepowered Clays. Her overpowering locating is to symbolize the dominating ethnic presence white people have over blacks. plain with all of the sarcastic comments Clay made as comebacks to Lula, her ingenious way of insulting him in time left her with the upper hand. Clays laid back attitude toward Lula is admir equal, almost as if he looks up to her absentminded to be her. Clay’s admiration for Lula did not begin when she stepped on the train but originated in his upbringing.His yearning to fit into the whit e culture that reckoned to be much better off than he was is what conventional his appreciation for the white society. (Kumar 277-278) At first he tolerates her comments and attempts to take them lightheartedly, because he has hopes at being advise with Lula. Willing to listen to a white woman strip him of his pride and manhood just for a night of pleasure, Clay is submitting to the dominant character of Lula. In scene twain Lula’s insulting comments come along: â€Å"Lula: Uhh! Uhh! Clay! Clay! You middle-class black bastard.Forget your fond-working vex for a few seconds and let’s swath stomachs. Clay, you liver-lipped white man. You would-be Christian. You ain’t no nigger, you’re just a dirty white man. Get up. Clay. Dance, with me, Clay. Clay: Lula! Sit d declare, now. Be cool. ” Even through Lula insulted him and spoke badly about his fuck off clay fluent responded in an apprehensive way. Lula’s truculentness in her speech ange rs Clay to the point where he curses at her, that is after she calls him an Uncle Tom blurred Head. (Martin 62)(Kumar 276) At the end of scene one Lula says â€Å"You’re a murderer, Clay, and you know it. (Baraka 2751)This quote could be thought of as a subliminal way of saying that Clay killed the black man inside of him. All throughout the first scene Lula has the more aggressive and dominant role, but in scene two Clay takes on the more authoritative role, maculation Lula ends up being the actual murderer at the end of the mold. Lula’s plan to kill Clay is in some way foreshadowed when the other passengers board the train and she says â€Å"we’ll pretend that people cannot see you”. (Baraka 2751) Clay tries to defend himself all throughout the play but doesn’t succeed because he can’t defend something that he is not.While Lula is insulting the stereotypes and behavior of black men, Clay cannot fully defend them because he himself is n’t truly â€Å"black”. (Klinkowitz 123-124) Baraka used a sense of satire because instead of directly inputting his sight about Clay he played off of Lula’s character, which provoked Clay to portray through his actions the person readers don’t want to be. This kind of attempt causes readers to think about whom they are and their role in society. Dutchman raises the attention of readers black or white and makes each(prenominal) think of who they real are.Even through the personalities of each character, any reader can generate themselves to the situation. With America fitting so diverse in the last decades assimilative ourselves into different cultures has become almost second nature, so adapting to other cultures has not caused us to loose who we really are but to accustom ourselves to change. Baraka didn’t want readers to internally kill the person they were inside, but to do away with the person that they weren’t. Complete and total assimilation into another culture is what Clay did to himself and is what Baraka wants abusives to not do.Instead, he wants Blacks to never forget who they are, but to not be so narrow minded that they are cheat to the world around them. Jae`da WilliamsAnnotated Bibilography Galens, David M. Dutchman-Amiri,Baraka. gambol For Students. Vol. 3. Detroit: Gale, 1998. 141-59. Gale virtual(prenominal) graphic symbol Library. Cengage Learning. Web. 31 May 2012. Electronic Book. Drama for Students gives readers different outlooks on a variety of textual matter editions. The draw near taken to analyze the get together Dutchman is unique, because instead of religious offering one theme there are multiple.This allows readers to take it upon themselves to decide what they think about the play. By providing plot summaries it allows readers to take what they thought about the text and apply it to a more condensed version. Drama for Students would work ruff in a classroom, considering it ’s compose for students. Since it is pen in a form for students to learn and comprehend, it would be no challenge to grasp the concepts presented. This non-complex address to the play will help the clearness of my interrogation. The direct approach should help anyone who uses this resource.Understanding the background of the play is not difficult, because of the ill-considered author biography provided. This makes the Dutchman than just a piece of literature, but rather a piece of the author. Piggford, George. â€Å" looking at into Black Skulls : American black letter, the Revolutionary Theatre, and Amiri Baraka’s Dutchman. ” American Gothic: New Interventions in a study Narrative. Iowa: University of Iowa, 1998. 143-59. EBSCO Host. Web. 30 June 2012. Electronic Book. Piggfords approach in analyze Dutchman to African-American Gothic literature is different from the other resources that I have come across.The social and governmental events that were t aking place while the play was written have a lot to do with Piggfords ideas on the underlying issues Baraka implemented into the play. It is aid that Dutchman marked the end of a certain type of theater, the kind that uses social structures as the gateway to examining the black psyche. This book is very helpful because it not only addresses the things that are ordinarily looked for in a piece of work such as theme, characters motivation, outside influences and the authors influence.The title and the way the text makes others feel is a part of the meaning of the play in its entirety. Martin, Thaddeus. â€Å"Dutchman Reconsidered. ” Black American books meeting place 2nd ser. 11 (1977). Web. 23 May 2012. Online Article. In this review Martin gives an analysis of the characters in Dutchman, mainly Clay and Lula. By using quotes from the text, his ideas about the play seem to have a great amount of relevance and validity. Although the article is short it brings much in sight to my research because of its strong argument.It presents an idea, and then runs with it. Martin doesnt waver in what he believes is the message that is in Dutchman. Even though his ideas are similar to other journal reviews, Martin includes more of his opinion rather than relying on past events and political issues that were that were undischarged in that time. Its almost as if Martin is taking into amity the feelings of the characters of this play. He relates the feelings of average Americans to the characters of the play; this gives a more personal feel to the research. Kumar, Nita. The system of logic of Retribution: Amiri Barakas â€Å"Dutchman”” African American Review 37. 2/3 (2003): 271-79. JSTOR. Web. 23 May 2012. Online Article. Nita Kumars response to the Dutchman is very useful in my research because its examples are from other reviews of the work. This type of literary construction gives Kumar’s work more versatility. It is able to sui t different opinions without insulting anyone’s views. In Dutchman, the use of language plays an important role, and Kumar recognizes that. Examining the language used and how it helps the characters feed off of one another is important.This will help anyone who reads the review grasp an understanding on why some things were said and exactly what they mean. position her ideas into categories, Kumar’s review is very well organized which makes it ripe to my research. The organization of the article makes it a lot easier for readers to come up along and allow time for things to process, which is why it is so ideal for research. Klinkowitz, Jerome. â€Å"LeRoi Jones: Dutchman as Drama. ” inkiness American Literature forum 7. 4 (1973): 123-26. JSTOR. Web. 23 May 2012. Online Article.This text offers a great layout of information. Klinkowitz takes pages of text in the play and evaluates it, instead of the entire play as a whole. This approach literally break s down the quotes and thoughts of the characters. This piece even analyzes the position that LeRoi Jones was in when he wrote the Dutchman. Not only does he break down the pages of the script, but still does not fail to incorporate other writers ideas and opinions in his work, Instead of taking away from the point that Klinkowitz is assay to make, the examples make his writing more relatable and personal.The continual full point of criticism allows for the author to be very nonoperational in his opinions. Just as a instructor would teach their students a lesson, allowing room for opinions and ideas, Klinkowitz allows readers to input their own thoughts and ideas on the play. Works Cited Galens, David M. Dutchman-Amiri,Baraka. Drama For Students. Vol. 3. Detroit: Gale, 1998. 141-59. Gale Virtual Reference Library. Cengage Learning. Web. 31 May 2012. Electronic Book. Piggford, George. â€Å"Looking into Black Skulls : American Gothic, the Revolutionary Theatre, and Amiri Barakaâ €™s Dutchman.  American Gothic: New Interventions in a National Narrative. Iowa: University of Iowa, 1998. 143-59. EBSCO Host. Web. 30 June 2012. Electronic Book. Martin, Thaddeus. â€Å"Dutchman Reconsidered. ” Black American Literature Forum 2nd ser. 11 (1977). Web. 23 May 2012. Online Article. Kumar, Nita. â€Å"The Logic of Retribution: Amiri Barakas â€Å"Dutchman”” African American Review 37. 2/3 (2003): 271-79. JSTOR. Web. 23 May 2012. Online Article. Klinkowitz, Jerome. â€Å"LeRoi Jones: Dutchman as Drama. ” Negro American Literature Forum 7. 4 (1973): 123-26. JSTOR. Web. 23 May 2012. Online Article.\r\n'

'Succesful Entrepreneur\r'

'Choose any prosperous entrepreneur in Malaysia or outside Malaysia. Then explain why you choose he/she as a happy entrepreneur and relate it with entrepreneurial competencies. The person that i choose to be the bully entreprenure that become the immortal to me is Tan Sri Syed Mokhtar Al-Bukhary. He was a great mankind that motivate us with his success story that shake up and motivated throughout his success in argument activities which burn down make us to be to a greater extent discipline and working much harder to achieve their dream. That is nevertheless the beginning. Now let’s go personally about him.\r\nHe’s a unavowed man. Where he does not like to salute mutilate the luxurious life. For your in resileation, he is easy to get along with other quite a little. He is not the type of people which love to collect luxury car. He has an old model of Proton Perdana and another wizard is 20 course of instruction’s old Mercedes which he ratiocina tiond to use it from condemnation to time. Tan Sri Syed Moktar Al-Bukhari is the entreprenure that is so kind and incessantly make a charity work to befriend other people. He always donate his bullion and easily to assistance people especially the suffering people and the orphan. Now we go to his background.\r\nHe was innate(p) into a mid- low circle family in wedlock of peninsular Malaysia, whose house was without necessities and luxuries. His highest education was only until form five, and he never went to university. A whole kitty of his knowledge and own was gained through his own entrepreneurship experience during his youth time. Due in part his familys mediocre-to- miserable background, Syed Mokhtar al Bukhary had to step into the working world in his azoic life, while pursuing his primary and secondary studies. Syed Mokhtar attend toed his bugger off planting and selling vegetables in the market and everywherely selling roti fuelai.\r\nHis numeric knowledge w as used to help his father in doing daily book keeping. later on finishing school, Syed Mokhtar helped his father in breeding appal condescension but only to see the business washed away by foot and rim disease. Nevertheless, he took everyplace the business and start over by selling meats. He thusly walk out on to packaging the meats and start selling them wholesale. His determination paid off and the business started to take off. what can we see he have become entreprenure when he was small.\r\nHis idea to run the bussiness rom the small eggshell business approve that we cannot only depends on a large-scale business to determine the successfull , but depending on the way we d unmatchable the business with the continuous grapheme to make sure the business doing well. Now he have prove to us that he can be the best and succesfull business man however he come from the mid low class family, with the determine and hardworking, he can become the great entrepreneur. Characterist ic that should be possessed by successful entrepreneur in order to perform entrepreneurial functions effectively have a several factor. whiz of the factors is initiative.\r\nThis characteristic has been show by him when he help his father in breeding cow business. He then become the businessman and start over to selling meat. He then move on to packaging the meats and start selling them wholesale. Because of his initiative he he has managed to expand its business to advance from time to time. Al- bukhary Foundation was established in March 1996 as a charitable act to help the poor, stand out the development of islamic art and culture and bring forward understanding between civilization. The main objective of Al- Bukhari Fondation is to stir brotherhood among muslims.\r\nThis foundation is composed of two parts. nonpareil section carries out charitable work, while oneness(a) part of the management of funds from any connection in which Tan Sri Syed Mokhtar no interest in it. U ntil now, al-Bukhary Foundation spent more than RM300 million for apparitional activities, culture and education. In addition, Yayasan Al-Bukhary only finance poor students. Among the initiatives that are committed to finance poor Moslem students from around ASEAN to study in Malaysia. Tan Sri Syed Mokhtar has show some attitude that he is the person that always help people evenly he has no interest in it.\r\nIn conclusion, he is the one who concern for high quality of work. As an entreprenure, he acts to do things that meet certain standards of excellence which gives him greater satisfaction. What we can see from his attitude is, he is the one of the successful â€Å"bumiputera” that become the excellence and great billionaire and the one who is then become the icon and idol to the Malaysian. Because of his constribution also, some(prenominal) people has been helped by his Yayasan Al â€Bukhary can realise they life to go on further and then become the person who is ex cellence like him.\r\n'