Totalitarianism in Animal Farm free essay sample

The definition of term â€Å"Totalitarian regimes† used to describe a political system total authority over all society. Indeed, it seeks to control all aspects of public and private life of society. A few of politicians disagree with this definition, but most of them agree with this definition. Many politicians believe that it is kind of administration of societies which gives many benefits for those societies; on the other contrary, I think people in those different communities suffer from totalitarian management concept because it tries to control on minds of people and their behavior. Because there are many restrictions for people in those communities, many of them prefer immigration instead of living in these societies, and others would prefer struggling against authority totalitarian to get a freedom. In story â€Å"Animals Farm† by George Orwell the two main characters want to change their lives; therefore, they faced many challenges to make those hard decisions be able to become true. We will write a custom essay sample on Totalitarianism in Animal Farm or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Comparing between these two characters, both of these characters Boxer and Benjamin considered Rebels against injustice. Even though the character boxer has some flaws, I find it a more likeable character. The story is about animals suffered from owner of farm. Jones, who is a farmer and the owner of Manor Farm, faced financial challenges in management of farm. Jones was drunkard, so he lost everything. The owner of farm treated with these animals cruelly; therefore, they decided to throw out the owner, hoping live without abuse. Benjamin, who represents a donkey character, faced many challenges to change his live for better. He is one of wisest animals on the  farm. He can read well. Even he read better than other animals; however, he rarely uses his ability. Benjamin feels that there is nothing worth reading. Even though he loves his friend, Boxer, he didn’t do anything when new leader Napoleon sends Boxer to slaughterhouse. That was negative attitude toward his close friend. In the story, â€Å"Animal Farm,† Boxer, who represents a horse character, faced many challenge to change his live for better. Boxer loves all the animals in the farm; therefore, he was lovable for many animals in the farm. He took care with them. Because he has a good muscles, he helped them to build Windmill. He works overtime. Indeed, he works on behalf of his colleagues. Boxer was brave, for he fought enemies. He continues to defend on his Principles and beliefs until he dead. All his friends on the farm respected and loved him because he has positive attitude toward his friends. When comparing Boxer and Benjamin, I cannot help like Boxer more because of his physically strong. Both characters want to change their lives. In Boxer’s case, he wants to help to success the revolution, so he be able to live a rest of his life respectfully; therefor, he works so hard to reach his goals. In Benjamin’s case, he also wants to show same boxer’s goals which makes him live respectfully, but he did not work hard to reach his targets. Boxer is physically strong, hardworking and In contrast, Boxer has a good ability to face same those situations. It is this ability to face the challenges that I admire with Boxer. From the  beginning of the story, we can recognize him between many characters in the story because he has made the decision to build Windmill, That is beneficial to the animals in the farm, for it he will wake up every day morning early before one hour from his friends. Thinking he would help them every day. Indeed, he works too much seven days a week in lifting heavy stones. In the end, he completes to build the windmill. He was happy to accept the challenge. Then, he started to build the windmill. Now a day, he reached his target.

Editoral Comparison essays

Editoral Comparison essays In early last year when grade 13 was omitted from the curriculum a literacy test was implemented for grade 10 students to evaluate their ability to read and write. This literacy test has been the most controversial issue to hit the education board since the lack of funding for extra curricular activities. This issue has brought hard aches to students, parents, and even teachers. Students are thrown in to making the decision of what they are planning on doing with the rest of their lives before they even have the chance to grow up and experience what real education is like. Within their first year of secondary education children have to make the drastic decision of deciding whether university is for them, or should they just jump into the working force. Yet a drastic problem has arisen. So many students who written the literacy test have failed, leaving them without a chance of obtaining a high school diploma. The Toronto Star brought about a clear point retaining to the failure o f this test, how can someone who fails this test and doesnt obtain a diploma possibly go out there and get a job? Ontarios education minister Elizabeth Witmer has brought up the discussion of possibly implementing a secondary diploma for students who do not successfully pass the literacy test. While the Toronto Star completely mocks the idea, the National Post looks at this and adds possible ways to strengthen it. The main question that has arose since the results of this test are what should we do with the so many children who have not completed the test successfully? The question that has arisen so many controversial issues was easily identified with the vast amount of failing students. The National Post came up with these vital statistics 56% of Grade 10 students who do not plan to attend college or university failed the reading or writing or both portions of last Februarys literacy test. (National Post para. 3) Wh...

Retail marketing Essay Example | Topics and Well Written Essays - 2250 words

Retail marketing - Essay Example They take small supplies from the suppliers and then sell them in an open market. They need to keep their eyes on every aspect of the market. In fact they are the real salesmen of the products. The normal buyer goes to the retailers for shopping. A normal buyer does not have access to the manufacturers or the suppliers. Simply, a retail shop is the last place in the chain of selling the products that is from the producer to the consumer. Before analyzing the marketing strategies to be adopted by retailers we need to understand what the retailers and public relationship actually are and what their functions are. This will make us capable enough to make some strategies for the retailers to achieve good PR coverage. RETAILERS Business dictionary defines retailers as â€Å"A business or person that sales goods to the consumers, as opposed to a wholesaler or supplier who normally sell their goods to another business†. A place where a retailer commences business is known as retail s tore or departmental store. A departmental store is defined as "The department store is characterized by a store with wide variety and deep assortment and good level of customer service. An example is the shopping center to attract consumers who value comfort, safety, quality, famous brands and greater variety of options in specialty stores. The variety stores are those that offer a wide variety of products and limited services and low prices. They sell similar products that could be found in department stores, but usually are not brands, or brands of self-standard of quality and service system is self service† (Kotler, 2000, p. 129) There are certain characteristics of retailers that make them different from producers and whole sellers. They are like they deal in different varieties of the products where as producers produce the products of their brand only. Retailers have a very limited and small percentage of total consumers and they try to satisfy consumers by providing di fferent types of the products and acting as a bridge between the producers and the consumers. Retailers establish and maintain a permanent contact with the consumers and they purchase as well as sell small quantities of the many products. Retailers perform different functions for different stake holders. They may include functions for the consumers, suppliers, and manufacturers. The main general functions include sale of goods and establishing a good relationship with the consumers. A retailer acts as a middle man between producers and the consumers. Moreover he acts as an advisor to both the supplier and the buyer. He also acts as a marketing agent for different companies as he attracts consumers by briefing them about different products. The functions that are specifically performed for the customers are provision of a good stock of different finished products and maintaining enough stock of the goods to fulfill desirable demand of the normal consumers. A retailer does not bind hi mself to sale the products of some specific producer he even sales products of two competitors. Hence he offers a variety of products to the consumers. Nowadays most of the retailers also offer free home delivery service and very few of them charge for such a service. In case of any fault or dissatisfaction from the products purchased, a retailer offers after sales

Linguistic analysis of Gypsie's (ROMANI) dialect of Cyprus (I WOULD Research Paper

Linguistic analysis of Gypsie's (ROMANI) dialect of Cyprus (I WOULD LIKE ONLY A PROPOSAL) - Research Paper Example Romani is a phenomenon of Indic language - the only one - spoken without interruption in Europe since medieval times (Gray 2003). Academic and ethnic studies have largely ignored the existence of this enclave: a glaring omission of which linguistic analysis is urgently required. This Cyprian pocket of Gypsies merits analysis and accurate recording, or the language of such a small and scattered population runs the risk of complete extinction within a few generations (Williams 2000). A detailed study will attempt to discover salient adaptations of this special dialect, and which linguistic system: morphological, phonological, lexical, or syntactical, carries the highest proportion of detectable loan adaptations. The lexical miscellany that survives does evolve, and therefore requires documentation (Trimiklitios 2008). Analysis is needed of certain terms and structures, as in this example: A project currently under way at Manchester University in England has the Romani language, its Indo-Aryan origins and history, and the diaspora of its speakers, under a magnifying glass. It studies ‘place, mobility and dialect differentiation of the Romani people’, exploring the linguistic features and their distribution in geographical space (Matras 2009), using interviews and custom software. Readings of this study and others like it will be invaluable: firstly to discern any mention of the Cypriot Kurbet, and then to understand different methodologies and styles of inquiry. It will provide an excellent launching point, show what already has been discovered and what problems solved, and help decision-making. It has already resolved matters of geneaolgy and culture. Starting with a similar foray into the history and culture of the Cypriot Kurbet, this proposal for research will deepen into an examination of the linguistic shifts and the reasons behind them, with the primary intention of setting up a lexicon of record. The plan is to carry out a

Floating charge Case Study Example | Topics and Well Written Essays - 3750 words

Floating charge - Case Study Example A search at Company's House had not revealed any other existing charges. This floating charge was registered on the 24th of April 2008 at Companies' House, the same day it was created. In October 2008 Marina and Mortimer also decided to double their orders for polymeric fibers with Synthetic Fibres Plc, needed for the production of fake furs. Synthetic Fibres Plc insisted on a reservation of title clause in all contracts for future supplies of polymer fibers. In November 2008 Synthetic Fibres Plc made a delivery of '30,000 worth of polymeric fibres to Imitation Furs Ltd. Following the advice of their accountants on the 18th of March 2009, Imitation Furs Ltd is now in insolvent liquidation. To come up with an answer to the question, it is necessary to define first the meaning of floating charge and reservation of title clause (or simple retention of the title clause), where, when and how they are used, who can use, and the extent of their use. This paper will first begin with the discussion on the floating charge on the first part and the discussion of the simple retention of title clause on the second part. The discussion and conclusion will be based available scholarly works and decided cases relevant to the topic from reputable sources in the internet in answering the question. A floating charFloating Charge, Defined A floating charge is a mortgage, debenture or other security documentation, is likely to create charges over particular assets as security for borrowings or other indebtedness. There are essentially two types of charge, floating and fixed. A floating charge is appropriate to assets and material which is subject to change on a day to day basis, such as stock. Individual items move into and out of the charge as they are bought and sold in the ordinary course of events. The floating charge crystallizes if there is a default or similar event. At that stage the floating charge is converted to a fixed charge over the assets which it covers at that time. A floating charge is not as effective as a fixed charge but is more flexible.1 History of Floating Charge Floating charge has its roots from the United Kingdom.2 Historically, there is no legislation and no judicial decision that was a genesis of a floating charge, and the nature of the chargee's interest in the charged assets (or fund assets) remains doctrinally uncertain. The earliest descriptions were given by Lord Macnaghten in two cases.3 First, In Government Stocks and Other Securities Investment Co Ltd v Manila Rly Co [1897] AC 81 at 86 he said: "A floating security is an equitable charge on the assets for the time being of a going concern. It attaches to the subject charged in the varying condition in which it happens to be from time to time. It is the essence of such a charge that it remains dormant until the undertaking ceases to be a going concern, or until the person in whose favour the charge is created intervenes. His right to intervene may of course be suspended by agreement. But if there is no agreement for suspension, he may exercise his right whenever he pleases after default." Later in Illingworth v Houldsworth

The Emergence Of Education For Sustainable Development Education Essay

The Emergence Of Education For Sustainable Development Education Essay Education is an essential component of achieving sustainability. All over the world, societies are coming to recognize that current development trends are not sustainable, and that public awareness through education and training is a key element to moving our increasingly globalized society towards achieving sustainability. Education for sustainable development (ESD), education for sustainability (ES), and sustainability education (SE) are three terms often used synonymously and interchangeably in referencing sustainability educational programmes. ESD efforts may be named or described in a variety of ways because of language and/or cultural differences, but ESD is the terminology used most frequently at the international level and within UN documents, and is therefore the term used most throughout this document (UNESCO, 2006). All education must serve some purpose or else societies would not invest in it. ESD has the capacity to secure a more liveable world for present and future generations. The nature of ESD is oriented to giving people knowledge and skills for lifelong learning they need to help them find effective solutions to their environmental, economic, and social issues, and the effective use of technology is an essential element to increasing the efficiency of education institutions to achieve these aims (UNESCO, 2006). Diverse perspectives help societies worldwide to determine how individual issues of ESD are dealt with in individual cultures. These perspectives have significant influences on the way people live, behave, and relate to one another; and relationships to outside cultures are in a constant state of change. ESD should help us to understand ourselves as well as others better and how local sustainability issues link to the wider, global environmental view. Everyone is a stakeholder in Education for Sustainable Development; we all share in the long-term effects, both good and bad, of environmental decisions (UNESCO, 2006). Though the benefits of environment sustainability may be relatively well defined, the effective implementation of plans of action for education programmes need to take into account specific local, regional, and national contexts (Scoullos, 1998). The practise of tailoring of ESD training programmes to individual cultures is common, yet there are specific common elements that are essential to all sustainability training programmes regardless of where they are administered. Key elements of ESD programmes include the following (Tilbury and Wortman, 2004) : ESD is the primary agent of transformation towards sustainable development. The promotion of increasing the capacities of people to transform their visions for society into reality. Education fosters the values, behaviours, and lifestyles that are required for a sustainable future. Education for sustainable development is a process of learning how to make decisions that consider the long-term future of the equity, economy, and ecology of all communities. Education builds the capacity for such futures-oriented thinking. 1.4.3 Definitions Sustainable development is a challenging concept to define, especially since the field is continually evolving. The Brundtland Commission is often credited with one of the first and most commonly cited descriptions of sustainable development: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs (World Commission on Environment and Development, 1987). Sustainable development was at one time generally believed to have three main elements: environment, society, and economy. However, in recent years, an additional culture pillar has emerged, complimentary to the social pillar, yet a distinct consideration. These four pillars are closely interrelated with one another and are therefore not completely separate elements. The sustainability paradigm challenges the argument that environmental and social problems are an inevitable and acceptable consequence of economic development. The perspective that advocates the concept that human development and the quality of the environment are not compatible with one another is in direct opposition to the basic the principles of sustainable development (Pace, 2009). Dr A. Ghafoor Ghaznaw, former chief of UNESCOs Environmental Education Section, defined environmental education at a UNESCO consultation meeting held in Malta in 1989 as, the educational process through which is imparted to its target groups the sensitivity, awareness, knowledge, skills, attitudes, commitment for actions and ethical responsibilities for the rational use of the environment and its resources and for the protection and improvement of the environment for the present and future generations (Schembri, Ventura, Calleja, 1989) . 1.4.4 Application Regardless of how life affirming the high ideals of sustainability education objectives may be, and despite the significant support and many years of effort behind the work to achieve environmental sustainability ideals, the long-term record of accomplishment in achieving any significant progress in these efforts has been reported to be disappointingly less than expected by many. Although environmental education has frequently been proposed during numerous international conferences as a key element to major strategies intended to promote environmental objectives, there has nonetheless been a significant discrepancy between the efforts spent on education and the results that have be achieved to date (Pace, 2009). Some feel that most of what needed to be said about environmental education was said in the Tbilisi Conference in 1977, and that any new elaborations are really just a repeat of the same principles under a new guise (Pace, 2010). The characteristics of and commitment towards sustainable development were reconfirmed 10 years after the Tbilisi conference at the International Congress on Environmental Education and Training in 1987 in Moscow, and again 10 years later at the International Conference on Environment and Society: Education and Public Awareness for Sustainability in 1997 at Thessaloniki. Although the recommendations and action plans proposed by the aforementioned conferences were still valid, the question arose as to whether the framework originally developed to support environmental education initiatives had instead become an standalone of irrelevant academic exercises (Pace, 2010). Part of the problem may lie in the fact that environmental education, much like the concept of sustainable development, can never arrive at a precise definition of the concept due to its evolving nature (Pace, 2010). The issue of how best to approach environmental education has been unclear. Although it has been well established that learning is not normally a linear experience, a significant number of educational programmes have adopted linear approaches. Linear approaches fail to acknowledge the fact that individuals learn in different ways and through different experiences (Pace, 2010). Moreover, although it is widely acknowledged that degradation of the environmental is firstly due t o the results of unsustainable lifestyles. Environmental education also recognises this fact and espouses the concept that the environment it is every citizens responsibility, and therefore in order to be effective, environmental education programmes should target individuals with learner centred learning. Environmental education programmes committed to promoting sustainable development require the transformation of principle theories into actions. Learner centred programmes, based on competency development prepare learners to take concrete steps towards discovering their own sustainable life patterns. Development of learner centred pedagogies designed to transform passive individuals into independent, critical-thinking lifelong learners committed to taking action is the next phase in the evolution of environmental education (Pace, 2010). 1.4.1 Historical Context The origins of Education for Sustainable Development lie in two distinct areas of interest in the United Nations: education and sustainable development. The Declaration of Human Rights stated in 1948 that, Everyone has the right to education. This right to an education was later reinforced in 1989 by the Convention on the Right of the Child (CRC), which declared that primary education should be compulsory and available free to all. In 1990, the Jomtien Declaration on Education for All (EFA) declared, Basic education should be provided to all children, youth, and adults. International Development Targets (IDT) related to quality education have been also developed. The Dakar Framework for Action lists as one of its six important educational goals as the Improving all aspects of the quality of education so that recognized and measurable learning outcomes are achieved, especially, in literacy, numeracy and essential life skills. The Millennium Development Goals (MDGs) also address educat ion. MDG 2 is designed to Achieve universal primary education. Furthermore, the UNGA declared the years 2003 to 2012 to be the United Nations Decade of Literacy (UNLD).The importance of education for all has clearly been repeatedly emphasised by the United Nations repeatedly over the course of its long history. Several milestones have marked the progress of sustainable development, including the landmark 1972 United Nations Conference on Human Environment in Stockholm, which led to the establishment of the United Nations Environment Programme (UNEP) and many other environmental protection agencies. Nations came to realize that the widespread growth of environmental degradation required international attention and collaboration rather than isolated national approaches and solutions. Within 10 years after Stockholm, the world began to realize that addressing environmental concerns separately from development needs was not an effective means to managing the welfare of the environment for human society, and by the mid 1980s the United Nations began to search for a larger strategy to address the needs of both society and the environment. This resulted in now well-known report on sustainable development from the Brundtland Commission in 1987, entitled Our Common Future. This report was endorsed a t all levels of government as an overarching framework for future development policy. During this time, the United Nations General Assembly concurrently explored a parallel concept of utilising education to support sustainable development (UNESCO, 2005). The concepts of sustainable development continued to progress with committees discussing and negotiating the terms of the 40 chapters that eventually came to know as the Agenda 21, where it was presented to the public in 1992 at the United Nations Conference on Environment and Development (UNCED). The link between education and sustainability was first conceptualised in Chapter 36 of Agenda 21. Entitled Promoting Education, Public Awareness, and Training, the chapter was an enabling and implementation strategy for Education for Sustainable Development and stressed the importance of integrating education into every one of the other 40 chapters that also comprised of the Agenda 21, which was reaffirmed in each of the subsequent conventions that arose from the initial Earth Summit as (UNESCO, 2005). All nine of the major United Nations Conferences that convened in the 1990s to further address and refine sustainability issues also correspondingly identified education as a crucial elemen t to implementation (UNESCO, 2005). The Johannesburg World Summit on Sustainable Development (WSSD), convened in 2002, helped to deepen international commitments towards sustainable development at all levels, and it was at this the Decade of Education for Sustainable development (DESD) was proposed, thereby reaffirming education as an important and central principle to effective approaches for sustainable development strategies. That same year the Rio+20 Conference 2012 was held in Rio de Janeiro. Otherwise known as the United Nations Conference on Sustainable Development, and Earth Summit 2012, a draft resolution entitled The Future We Want was presented, which reaffirmed prior commitments to education by strengthening international cooperation to achieve universal access to primary education, which is considered an essential condition for achieving sustainable development, as well for the achieving internationally agreed upon development goals, including the Millennium Development Goals. This draft resolution also re solved to improve the capacity of education systems to prepare students to pursue sustainable development careers, which included enhanced teacher training, curricula developed around sound sustainability principles, and more effective use of information and communication technologies to enhance learning outcomes. The document further resolved to promote Education for Sustainable Development and to integrate it more actively into education beyond the United Nations Decade of Education for Sustainable Development plans, and strongly encouraged educational institutions to teach sustainable development as an integrated component across disciplines. The importance of environmental concerns first gained international recognition with the Stockholm Declaration in 1972. It consisted of 7 proclamations and 26 principles to inspire people of the world to preserve and enhance the worlds and enhancement of the human environment. The International Workshop on Environmental Education was held shortly after Stockholm Convention at Belgrade, Serbia in 1975. The resulting Belgrade charter was the outcome of the event and built upon the Stockholm Declaration, with additional goals, objectives, and guiding principles for environmental education programmes. An important aspect to this work was the inclusion of the public as part of the defined target audience for environmental education. The worlds first intergovernmental conference on environmental education was organized by the United Nations Education, Scientific, and Cultural Organization (UNESCO) in cooperation with the U.N. Environment Programme (UNEP) in 1977, and was convened in Tbilisi, Georgia (USSR).The Tbilisi Declaration was a result of this conference, with the declaration updating and clarifying the Stockholm Declaration and the Belgrade Charter. The Tbilisi Declaration recommended that environmental education develops the necessary skills for societies to deal with environmental challenges, and promotes the attitudes and commitments required to make the most informed decisions and responsible actions towards the environment. The declaration emphasised the important roles of education to preserving the planets environment and balanced development of communities, and declared that, by its very nature, environmental education can make a powerful contribution to the renovation of the educational process. The document also recommended that environmental education should be integrated into the entire system of formal education at all levels to provide the necessary knowledge, understanding, values, and skills needed for participation in devising solutions to environmental questions. Ten years after the Tbilisi Conference, a follow-up conference was convened in Moscow, otherwise known as the Moscow Conference, to determine a specific international plan of action for environmental education and training. The Moscow Conference report was based upon input from international studies and surveys, and outlined an international strategy of action to develop environmental education and training programmes for the 1990s. The plan defined requirements for education and training programmes, and reaffirmed the Tbilisi Conferences declaration that environmental education should be made an integral part of the entire educational process and aimed at every category of the population in member states. The Rio+5 or Earth Summit+5 Conference was convened in 1997 to appraise the progress the Agenda 21 plans over the five years that had passed since its initial approval. It was determined by the assembly that progress was thus far uneven, and identified several key negative trends affecting the environment, which included continuing globalisation, widening of gaps in economic incomes, and a continuing deterioration of the global environment. This conference brought to light a new international consensus with a new vision of education that involved more public awareness and training, and conceptualised education as an essential element of sustainable development, with the support of advances in other related areas such as science, technology, and policy (UNESCO, 1997b). Twenty years after the Tbilisi Declaration and five years after the Rio Conference, a third environmental education conference was also held in 1997 at Thessaloniki, Greece. The purpose of this conference was to reiterate the important role of education and public awareness to achieving the aims of sustainability. The declaration of Thessaloniki reaffirmed commitments, recommendations, and action plans from previous conferences, yet at the same time also recognized that insufficient progress had been made in the five years since the Rio conference had concluded. Despite this disappointment however, there was a recommitment to involving national governments, civil society, the United Nations, and other international organisations to working towards the intentions of sustainability, and established a global agenda for upcoming Decade of Education for Sustainable Development (DESD) as declared by the UN. In the conference, they reaffirmed that sufficient education and public awareness should be recognised as one of the main pillars of sustainability, together with legislation, technology, and the economy. It was also recommended that special emphasis should be given to strengthen teacher training programmes and the identification and sharing of innovative practices. Support was also recommended for research in interdisciplinary teaching methodologies and assessments of the impact of relevant educational programmes (UNESCO, 1997a). 1.4.2 The UN Decade of Education for Sustainable Development (DESD) Following the World Summit on Sustainable Development in 2002, and based upon recommendations from chapter 36 of the Agenda 21 document, the United Nations declared 2005 to 2014 the Decade of Education for Sustainable Development (DESD) in 2002. During the decade declared by the UN, many goals have been set forth in conjunction with strategies towards outcomes that are intended affect millions of people from communities all over the world for many years to come through inspiring all individuals at all levels of society to contribute to helping to make sustainable development a realistic reality. Planned outcomes during the Decade include raising public awareness, updating educational systems, and the integration of ESD into all elements of developmental planning (The United Nations, 2010). The DESD is also linked to other international educational priorities as well. The United Nations has launched four global initiatives since 2000, all of which focus on education. The four initiatives are the Millennium Development Goals (MDG), Education for All (EFA), the United Nations Literacy Decade, and the United Nations Decade of Education for Sustainable Development. UNESCO is the coordinating agency for three of the four goals. While the initiatives are unique in certain respects, what they all have in common is a commitment to education and an emphasis on the importance of the participatory role of each individual in education and sustainable development (UNESCO, 2009). The Fourth International Conference on Environmental Education, also referred to as the Tbilisi+30, was held at the Centre for Environment Education (CEE) in Ahmedabad, India in 2007. During the conference, several work group sessions were convened, along with special sessions for solely for government agencies. The conference was intended to promote a vision that education that prevents and resolves conflicts, and to provide assistance in building partnerships and facilitating shared experiences and a collective knowledgebase required to refine a vision of sustainability that expands its practice globally, and reaffirm that education is a crucial element to bringing about the global transitions required to make sustainability a realistic reality (UNESCO, UNEP Govt. of India, 2007) . Environmental education supports education for sustainable development, and encourages a shift from viewing education as a delivery mechanism, to a lifelong, holistic, and all-inclusive process (UNESCO, UNEP Govt. of India, 2007) . The following is a list of Working Group Session Reports Recommendations and Workshop Presentations available from the Tbilisi+30 Conference: Reorienting Formal Education towards ESD (Strategies, Pedagogy, and Assessment). Teacher Education: A crucial contribution to the UNDESD. Supporting Sustainable Development through Open and Distance Learning, including Technology Mediated Open and Distance Education (TechMODE). Education for Innovation and Technology. Integrating Values of Sustainability into education. Monitoring and Evaluating Progress during the UN DESD. Education for Sustainable Consumption through the DESD. The World Conference on Education for Sustainable Development was held in Bonn, Germany, in 2009. The conference was organised by UNESCO, the German Ministry of Education and Research, and the German Commission for UNESCO. The World Conference on ESD marked the beginning of the second half of the UN Decade on Education for Sustainable Development. The purpose of the conference was to discuss and exchange best practices on Education for Sustainable Development from all world regions. The conference had four objectives: To highlight the relevance of ESD to all of education. To promote international exchange on ESD, especially between the North and the South. To carry out a stocktaking of the implementation of the UN Decade. To develop strategies for the way ahead. Strategies were developed during the conference to highlight key focus areas in order to put knowledge into action and promote further progress of ESD in the following five years remaining of the Decade. Post-conference strategies included: Re-orienting education and training to address sustainability concerns. Building and sharing knowledge, and generating new knowledge through research. Advocating for ESD through increasing awareness and understanding of sustainability, and reinforcing/enhancing synergies between different education and development initiatives. Extending and strengthening ESD partnerships. As the global coordinator of the DESD, UNESCOs role is to facilitate new partnerships and encourage exchange between Member States on ESD, share best practices, encourage monitoring and evaluation efforts, encourage development of ESD research agendas, and provide strategic guidance. Many activities have been undertaken by a broad range of stakeholders since the start of the DESD, including setting up National Committees, establishing networks, developing and disseminating education materials, identifying and highlighting good practices, and arranging meetings to encourage international exchange (UNESCO World Conference on Education for Sustainable Development, 2009). Although much work remains to be done before ESD completely occupies a central place in educational and learning processes in order to realise its full potential to improve the quality of education as a whole, there has been notable progress since the beginning of the Decade in 2005. Education for Sustainable Development (ESD) was a key outcome from the Rio Earth Summit held in 1992. A review halfway through the DESD indicated that the need for ESD had become well established in national policy frameworks and that national ESD coordinating agencies had been created almost 100 countries across all UN regions (UNESCO DESD Monitoring Evaluation, 2012) . Networks and organisations both within and outside the UN system have been established globally to encourage and support increasing ESD in schools, universities, and communities, and in the process, ESD has gained international recognition as an education relevant to addressing todays Sustainable Development challenges, (UNESCO DESD Monitoring Evaluation, 2012) . More recent reports indicated that there is been an increased recognition that environmental challenges cannot be solved exclusively through technological advances and new policy frameworks, in order to achieve sustainable success efforts must be accompanied by changes in mind-sets, values, and lifestyles of societies (UNESCO DESD Monitoring Evaluation, 2012) . ESD is being increasingly viewed as a means to renew teaching and learning in ways that allow schools and communities to more effectively address the challenges sustainable development and the environment. In some parts of the world, ESD has been a part of a co-evolution of teaching methods and has arguably become a catalyst for educational change and innovation (UNESCO DESD Monitoring Evaluation, 2012) . There has been a shift from viewing ESD as something to add-on to education to ESD as a mechanism for rethinking education and learning (UNESCO DESD Monitoring Evaluation, 2012). Sustainability challenges require more integrative and exploratory forms of learning. As a result, the boundaries between schools, universities, and communities are increasingly blurring in many areas of the world now due to a number of recent trends, including increased focuses on lifelong learning; globalization; and ICT facilitated social networking education. These boundary-crossing phenomena are resulting in a reconfiguration of formal, informal, and non-formal learning processes, and changing the roles and relationships stakeholders Earlier in the Decade the emphasis was on finding a niche among education institutions, whereas today ESD is viewed more as a potential umbrella for all educations (including global citizenship education) concerned with the well-being of the planet and its inhabitants (UNE SCO DESD Monitoring Evaluation, 2012). Despite all the positive progress being made however, there are new challenges to resolve. For instance, the E in ESD is conceptualized in different ways depending on the availability of individual societies for participation, self-determination, and autonomous thinking (UNESCO DESD Monitoring Evaluation, 2012). Local situations may vary in these respects globally, which often leads to different interpretations and implementations of ESD. Within more restrictive environments, more transmission-oriented pedagogies are more likely, with a strong emphasis forms of instruction centred around knowledge transfer, and in more open environments, ESD is more typically characterized by higher levels of participation, self-determination, autonomous thinking, and knowledge co-creation. The latter versions of ESD require alternative forms of teaching and learning, and higher levels of stakeholder interaction. 1.5 Applying TEL Concepts in ESD Contexts 1.5.1 Uptake Extent of Use The eMerge One-to-One Laptop Learning Project was initiated by the Government of Albertas Ministry of Education to explore the effectiveness of wireless computing for learning and teaching. The project was anticipated to affect 2,502 students, 173 teachers, and 47 administrators within 50 schools in the 20 Alberta jurisdictions. Data collected during the course of the research period supported the following findings (Government of Alberta, 2010): By the end of Year Three there was a significant shift in participating classrooms toward 21st Century Learning skills, with students in the project significantly increasing their readiness to thrive in a complex, global, high-tech society. The educators involved in the progress have made steady progress over the course of three year in their proficiency with technology and 21st Century Learning, and in the process, increased the frequency at which technology was used to keep students engaged in deep, complex, authentic, and relevant learning activities. The eMerge project included a range of professional development models. One of the most highly valued by teachers was the community of practice that linked teachers to one another. There were also key shifts with students in their independence in learning and increased collaboration with other students. Teachers and administrators developed a deeper understanding of and commitment to the vision for 21st Century learning. Over the course of the first three years of the eMerge, the perception of teachers on the relevance of the 21st Century Skills shifted from valuing productivity to placing more value on the use of skills in critical thinking, creativity, and ethical use. European Schoolnet is a not-for-profit organisation comprised of 30 Ministries of Education in Europe. The organisation is dedicated to supporting collaboration and networking among schools in Europe using new technologies, and contributing to the development of technology-enhanced learning in schools. In 15 years since its founding, European Schoolnet has become one of the key organisations involved in transforming teaching and learning at schools in Europe using the integration of ICT into learning and teaching (European Schoolnet, 2011). European Schoolnet provides services through its partnerships with ministries of Education and the European Commission. The services offered to schools provide opportunities for teachers to become actively involved in exploring how ICT can enhance the teaching and learning experience. Recent initiatives have focused on raising awareness among teachers of the benefits of school collaboration activities for both the pupils learning and the teachers own professional development (European Schoolnet, 2011). European Schoolnet is currently facilitating several project initiatives. The Scientix project is a European Schoolnet initiative that provides a web-based information platform for science education in Europe to disseminate knowledge and share best practices in science education. The Scientix web portal is available in six European languages and targets anyone involved in science and maths education, from policy-makers to science education teachers. The Spice project, funded by the European Commission under the Lifelong Learning programme, collects, analyses, shares innovative pedagogical practices focused on inquiry-based learning and improving student interest in the sciences (European Schoolnet, 2011). eTwinning is an online community for schools in Europe that provides a host of online educational tools for teachers from participating countries to locate potential school partnerships, arrange virtual meetings, exchange best practice ideas, and opportunities learn together with on line-based projects. An eTwinning project allows at least two schools from at least two different European countries create a project and use Information and Communication Technologies (ICT) to carry out their work (eTwinning, 2011). The We teach together eTwinning project is a partnership between schools in the Czech Republic and Portugal that incorporated the integration of the school subjects of Chemistry, Biology, and Environmental Education. This project brought teachers and classrooms together to teach topic of photosynthesis. The primary objective of the project was to facilitate a teaching practice in an unusual way that would enhance the motivation of students to learn otherwise less popular

Hope Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  White 2 Hope   Ã‚  Ã‚  Ã‚  Ã‚  Stephen King published his novella â€Å"Rita Hayworth and the Shawshank Redemption in 1982. In 1994 this novella was turned into a movie called The Shawshank Redemption. Frank Darabont wrote the screenplay. A good adaptation will capture the same overall essence of the written book or novella. Darabont did a wonderful job of adapting this novella into a movie. He captured the overall essence in a way that makes a heart rejoice in happiness and relief. The adaptation of The Shawshank Redemption is very well done. One of the major motifs of the story is â€Å"get busy living, or get busy dying.† This phrase sticks out the most in the movie. In the novella it is said once by Red just before he leaves to go to McNary, Texas, where Andy Dufresne crossed the border into Mexico after he escaped. Red was contemplating not going. He figured that so much of his life was already gone and wondered if it was even worth the trouble. But he told himself, â€Å"get busy living, or get busy dying† (King 105).   Ã‚  Ã‚  Ã‚  Ã‚  In the movie this phrase is first said by Andy in the prison yard just before he escaped. At this point in the movie Andy seems to be completely depressed. Throughout the movie, Andy always seemed to have a little smile on his face, but at this point it seemed as all hope was gone from him. He was talking to Red about Zihautanejo, Mexico. This is the place Andy wanted to go to after he got out of Shawshank. He talked about how beautiful it was and how he wanted to go down there and start a hotel   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  White 3 on the ocean. Red told him to stop dreaming those â€Å"shitty pipe dreams.† This is when Andy said, â€Å"Get busy living, or get busy dying.† After that Andy tells Red about a place in Buxton where under a rock there w... ...ed. He stated, â€Å"It was great-too great, I thought, to be produced by any company in California† (King).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  White 6 Works Cited Cannon, Damian. â€Å"The Shawshank Redemption.† Movie Reviews UK 1998. 6 pars. 23 Apr. 2000 . Darabont, Frank, and Stephen King. The Shawshank Redemption: The   Ã‚  Ã‚  Ã‚  Ã‚  Shooting Script. New York: New Market Press, 1996. Washington Post. â€Å"The Shawshank Redemption.† Washington Post. 23   Ã‚  Ã‚  Ã‚  Ã‚  Sep. 1994. 23 Apr. 2000 . King, Stephen. â€Å"Rita Hayworth and the Shawshank Redemption.† Different   Ã‚  Ã‚  Ã‚  Ã‚  Seasons. Penguin Group, NY: Signet 1983. 15-106. The Shawshank Redemption. Niki Marvin, exec. prod. Frank Darabont, dir.   Ã‚  Ã‚  Ã‚  Ã‚  Videocassette. Castle Rock Entertainment. Warner Home Video, CA: 1997.

Reflective Practice Essay

1. Understand how to reflect on practice in adult social care 1.1 Reflective practice is the ability to constantly monitor one’s own performance in a given role and make adjustments where necessary. For me as carer, reflective practice is particularly important because no two cases will ever be the same and it is vitally important to remain reactive and reflective at all times. Reflective practice has been demonstrated to have significant benefits when it comes to the delivery of person centred care, and can help me to ensure that I am able to accurately assess the needs of each resident as an individual rather than as a case number to be merely care for. With reflective practice widely regarded as one of the most important elements of modern care work, it is essential that all care workers become familiar with reflective practice methods. 1.2 Reflective practise is important because it helps me develop and imrpove my practise by thinking about what am I doing. It is about thinking hings over. It can help me to understand feelings and the wider issues involved. By reflecting on events it can allow me to make sense of something that has happened or been said and and possibly see the meaning and reason behind someone else’s actions or words. By reflecting on our own actions we are able to see areas where we could improve, change strategies or actions. It is great tool to aid our learning. This is explained by ,,Kolb’s learning theory’’. David Kolb proposed a 4-stage experiental learning cycle that applies to all learners. He sugested that immediate or concrete experiences provide a basis for observation and reflection. 1.3 It is my responsibility to ensure my knowledge and skills ate up to date. It is important to regulary attend training. Legislations and procedures are constanly changing and it is important to maintain my knowledge and keep it current. The GSCC code of practise states that carers should: – Be accountable for quality of their work and take responsibility for maintaining and improving their knowledge and skills – Undertake relevant  training to maintain and improve their knowledge and skills + contribute to the learning and development of others. – Seek assistance from employer o appropriate authority if there is any doubt about how to proceed in work matter. 1.4 Beliefs systems can be method for understanding, organising and making sense of the world around us. By exploring our own peronal values and beliefs we are able to understand our own individual perspectives of life and world around us. As a care assistant I need to be careful not to impose my own values upon the service user. I can easily fail to recognise service user’s rights to their own standards and beliefs because I held too rigidly to my own beliefs. There may be many differences between my values and standards and service user’s such as: – Having a bath only once a week – Different sexual preferences – Wearing thick, winter clothes in summer – Refusing medication†¦ Im responsible for providing an equal, not discriminatory and inclusive service to all service users no matter what how different are their values from mines. 2. Understand the importance of feedback in improving own practice 2.1 Constructive feedback should include both positive feedback and opportunities for development. Giving both positive and negative feedback enables others to fully understand the impact of what it is they are doing, so that they can continue the effective and correct the ineffective. Feedback is intended to improve an individual’s contribution and develop better staff morale. When feedback is given constructively, people will often respond positively. After all, most people are keen to improve. However, because feedback can be seen as criticism, they sometimes react by: – trying to defend themselves – choosing not to hear what is said – selective reception – doubting the motives of the person giving feedback – denying the validity of the feedback – rationalising why they behaved the way they did – making excuses for their behaviour Because of this, careful consideration needs to be given to how feedback is delivered, making it positive and helpful. 2.2 Feedback is important because: – sets up target and the person knows what to improve on – gets the person motivated and focused – help identify weaknesses and strengths – express and stress what is important to the organisation and the job and hence what the person concerned should prioritise – builds moral and relationship between examiner and worker (depending on how the feedback is given and what sort of work culture there is), in turn, this builds on the credibility of the feedback – induces competition and challenge – a form of motivation – encourages a learning environment, as oppose to a win-lose performance environment – encourages initiatives and ‘risk’/taking chances  confident. I asked her everything I wasn’t sure about and explained to her my feelings. Supervision and feedback is very useful and help me to improve my practise. Informal: should be given to me by my service users, colleagues of family members. It can be just a little comment about my-self, about work I am doing. I always need to be ready to listen. Who can give me better feedback on my work if not my service users? If I’m not sure if I’m doing my job properly, I can always ask my customers. I can prepare a box and tell them to write comments on my work. Then I should read it carefully and apply it in my work. 3. Understand how a personal development plan can contribute to own learning and development 3.1 A personal development plan is a tool that helps one to organise their life activities in terms of certain objectives. It can constitute of personal or professional goals or both e.g. goals on career, relationships, education and health. It is advantageous as one can transform their goals into an achievement. Components may include: – Objectives: What do I want to be able to do or do better? – Actions: What methods will I use to achieve my learning objectives? – Success criteria: How will I recognise success? How will I review and measure my improvement? – Achievement date: When do I expect to achieve my objectives? – Implementation: How will I practise and apply what I learn? 3.2 Everyone should have their own personal development plan. This should be an up to date record showing trainings attended and any training and development needs identified. These needs should have been identified by my-self, my manager or assessor. During my I work I can find out that I need more training in administration of medication, my manger can feel that I need some more training in moving and handling due new equipment need to be used in my workplace. Also my assessor can realise during y supervision that my health and safety training needs to be up dated. This is all kind of support for me in planning and reviewing my development plan. I can also learn from observing more experienced colleagues, working and discussing  issues as a team, reading books/newspaper or searching for support on internet. 3.3 Others may include: – The individual: my service users have the most important role in my personal development because they are the ones I am doing it for. To provide the best care and support for them. Their reactions on my work, satisfaction/ not satisfaction will show me where the gaps are or what my strengths are. – Carers /colleagues: Because my work is mostly teamwork my colleagues play an important role in my personal development plan. Working in team improves my communication skills, common sense†¦ If I find out that I am a role model for one of my colleagues I should know I do my job well. – Supervisor/ line manager: my manger is here to support me with all my needs, doubts and questions. By observing me she can find areas in my work which needs developing so she can provide training for me. – NVQ assessor: comes to observe me and helps me with my work. By observing and working with me she can find gaps in my knowledge and advise me where to find information to develop my skills. 3.4 Benefits of PDP to professional life – Clearer ideas about the kind of life and work I want. – Greater confidence in the choices I make. – Greater confidence in the skills, qualities and attributes I bring to the career of my choice. – Being in a better position to compete for jobs. – Being better able to discuss my skills, personal qualities and competences with employers. – Better problem-solving and planning skills. – Developing the positive attitudes and approaches associated with successful professional life. Many employers now expect employees to understand their own performance – and to know how to adapt to meet times of increased workload, stressful situations or conditions of change. Employees are expected to respond well to change. Whilst some employers offer training, it is more typical for employers to expect graduates to arrive ready to manage both their own performance and the performance of other people. Time devoted to understanding what influences your own performance can be very well spent. It is also important to be aware of how your behaviour affects other people. Employees are often expected to show personal commitment to their continuous professional development (CPD), actively seeking out information, training and events that will keep their skills and knowledge up-to-date. Knowing how to learn, and how you learn best, will be invaluable in the work place. Benefits of PDP to personal life – A better understanding of myself – Being in a better position to make appropriate choices to meet my aspirations. – Greater awareness of my needs and how to meet these. – Greater awareness of the unique contribution I can make. – Developing a positive, forward-looking approach.

Interstate Highways

Interstate Highways An interstate highway is any highway built under the auspices of the Federal Aid Highway Act of 1956 and funded by the federal government. The idea for interstate highways came from Dwight D. Eisenhower after he saw the benefits of the Autobahn during wartime Germany. There are now over 42,000 miles of interstate highways in the United States. Eisenhowers Idea On July 7, 1919, a young army captain named Dwight David Eisenhower joined 294 other members of the army and departed from Washington D.C. in the militarys first automobile caravan across the country. Due to poor roads and highways, the caravan averaged five miles per hour and took 62 days to reach Union Square in San Francisco. At the end of World War II, General Dwight David Eisenhower surveyed the war damage to Germany and was impressed by the durability of the Autobahn. While a single bomb could make a train route useless, Germanys wide and modern highways could often be used immediately after being bombed because it was difficult to destroy such a wide swath of concrete or asphalt. These two experiences helped show President Eisenhower the importance of efficient highways. In the 1950s, America was frightened of nuclear attack by the Soviet Union (people were even building bomb shelters at home). It was thought that a modern interstate highway system could provide citizens with evacuation routes from the cities and would also allow the rapid movement of military equipment across the country. The Plan for Interstate Highways Within a year after Eisenhower became President in 1953, he began to push for a system of interstate highways across the United States. Although federal highways covered many areas of the country, the interstate highway plan would create 42,000 miles of limited-access and very modern highways. Eisenhower and his staff worked for two years to get the worlds largest public works project approved by Congress. On June 29, 1956, the Federal Aid Highway Act (FAHA) of 1956 was signed and the Interstates, as they would be known, began to spread across the landscape. Requirements for Each Interstate Highway The FAHA provided for federal funding of 90% of the cost of the Interstates, with the state contributing the remaining 10%. The standards for the Interstate Highways were highly regulated- lanes were required to be twelve feet wide, shoulders were ten feet wide, a minimum of fourteen feet of clearance under each bridge was required, grades had to be less than 3%, and the highway had to be designed for travel at 70 miles per hour. However, one of the most important aspects of the Interstate Highways was their limited access. Although prior federal or state highways allowed, for the most part, any road to be connected to the highway, the Interstate Highways only allowed access from a limited number of controlled interchanges. With over 42,000 miles of Interstate Highways, there were to be only 16,000 interchanges- less than one for every two miles of road. That was just an average; in some rural areas, there are dozens of miles between interchanges. The First and Last Stretches of Interstate Highway Completed Less than five months after the FAHA of 1956 was signed, the first stretch of Interstate opened in Topeka, Kansas. The eight-mile piece of highway opened on November 14, 1956. The plan for the Interstate Highway system was to complete all 42,000 miles within 16 years (by 1972.) Actually, it took 27 years to complete the system. The last link, Interstate 105 in Los Angeles, was not completed until 1993. Signs Along the Highway In 1957, the red, white, and blue shield symbol for the Interstates numbering system was developed. Two-digit Interstate Highways are numbered according to direction and location. Highways running north-south are odd numbered while highways running east-west are even numbered. The lowest numbers are in the west and in the south. Three-digit Interstate Highway numbers represent beltways or loops, attached to a primary Interstate Highway (represented by the last two numbers of the beltways number). Washington D.C.s beltway is numbered 495 because its parent highway is I-95. In the late 1950s, the signs displaying white lettering on a green background were made official. Specific motorist-testers drove along a special stretch of highway and voted on which color was their favorite- 15% liked white on black, 27% liked white on blue, but 58% liked white on green best. Why Does Hawaii Have Interstate Highways? Although Alaska has no Interstate Highways, Hawaii does. Since any highway built under the auspices of the Federal Aid Highway Act of 1956 and funded by the federal government is called an interstate highway, a highway does not have to cross state lines to count as one. In fact, there are many local routes that lie entirely within a single state funded by the Act. For example, on the island of Oahu are the Interstates H1, H2, and H3, which connect important military facilities on the island. Interstate Highway Urban Legend Some people believe that one mile out of every five on interstate highways is straight to serve as emergency airplane landing strips. According to Richard F. Weingroff, who works in the Federal Highway Administrations Office of Infrastructure, No law, regulation, policy, or sliver of red tape requires that one out of five miles of the Interstate Highway System must be straight. Weingroff says that its a complete hoax and urban legend that the Eisenhower Interstate Highway System requires that one mile in every five must be straight to be usable as airstrips in times of war or other emergencies. Besides, there are more overpasses and interchanges than there are miles in the system, so even if there were straight miles, planes attempting to land would quickly encounter an overpass on their runway. Side Effects of Interstate Highways The Interstate Highways that were created to help protect and defend the United States of America were also to be used for commerce and travel. Though no one could have predicted it, the Interstate Highway was a major impetus for in the development of suburbanization and sprawl of U.S. cities. While Eisenhower never desired the Interstates to pass through or reach into the major cities of the U.S., it happened, and along with the Interstates came the problems of congestion, smog, automobile dependency, drop in densities of urban areas, the decline of mass transit, and others. Can the damage produced by the Interstates be reversed? A great deal of change would be needed to bring it about.

Gillette Fusion Essay Essay Example

Gillette Fusion Essay Essay Example Gillette Fusion Essay Essay Gillette Fusion Essay Essay RecommendationIn order to increase entire gross revenues and put Gillette Fusion on path to be a $ 1 billion concern in the following few old ages. Gillette Fusion should establish a new advertisement run and cut down cartridge bundle monetary values by 20 % with the debut of a erstwhile voucher. Explanation The media’s reaction to the â€Å"blockbuster† advertizement run highlights many of the campaign’s defect. The run focused on the merchandise features instead than its benefits. Due to the ad’s merchandise focal point. Gillette failed to pass on why the extra blades and elastomer grip surfacing improved the quality of consumer’s shaving. The proposed advertisement run would turn to these defects and concentrate on the client experience. : In order to educate consumers. Gillette should use a mass media run similar to Pepsi’s â€Å"Pepsi Challenge. † This run will include blindfolded persons proving and comparing the Gillette Fusion with several other razors. and will be hosted by a famous person who portions similar trade name qualities as the Fusion. The famous person will be immature. sleek and advanced. like Ashton Kutcher or Dwayne Wade. TV Ad: The telecasting advertizements will include a short debut by the famous person and cartridge holders of clients who have taken the challenge depicting why the Gillette Fusion is superior to its rivals. It should be featured during male-focused scheduling. like featuring events and grownup comedies. Print Ad: The print advertizement will have a image of the famous person next to the razor and several quotation marks from persons who have taken the challenge. It should be featured in men’s manner magazines ( GQ ) . music magazines ( Rolling Stone ) and athleticss magazines ( ESPN. Sports Illustrated ) . Radio Ad: The wireless advertizement will get down with an debut by the famous person depicting why he prefers the Gillette Fusion and so passage to reappraisals by those who have taken the challenge ( i. e. â€Å"The Gillette Fusion is unbelievable because †¦ If you don’t believe me. hear what people who have taken the challenge have to state for themselves †¦Ã¢â‚¬  ) . It should be featured during grownup talk shows ( Howard Stern Show ) and athleticss programming. In order to promote users to buy the merchandise. Gillette should offer a 20 % price reduction on cartridges with the debut of a one clip voucher. Because 64 % of work forces look at the monetary value of the cartridge before buying the corresponding razor. presenting a 20 % price reduction with a erstwhile voucher will promote those consumers weary of the high cartridge monetary values to buy the razor. Once buying and utilizing the razor. it is likely that the consumer will detect a important difference in the quality of shaving. and be willing to pay a higher monetary value for the superior merchandise. This is supported by the fact that of the 9. 000 work forces who tested the new razor. Fusion was preferred 2 to 1 over the competition. For the few who would normally non be willing to pay the higher monetary value for the cartridges. they will probably go on to buy the cartridges because of the shift costs associated with buying a new razor. The voucher should be displayed at points of purchase and in direct mail outs. The former can be achieved by supplying confederates with show allowance. Alternate Schemes Unlike the proposed scheme. each of the alternate schemes fails to at the same time pass on the effectivity of the merchandise and encourage clients weary of the monetary value to buy the merchandise. Lowering the retail monetary value of the razor – This will non promote clients to buy the merchandise because ( a ) 64 % of consumers look at the cartridge monetary value before buying a razor and ( B ) a razor is a erstwhile cost to consumers. with a less snap of demand than cartridges. Besides. without a new advertisement run. they besides will go on non to understand why the merchandise is superior. and more expensive. than its rivals. Reducing cartridge bundle monetary values by altering cartridge bundle size. Reducing the current four cartridge bundle with three cartridge bundles is merely effectual if consumers fail to register the difference in bundle size because the monetary value per cartridge will really increase. Furthermore. this scheme fails to educate consumers on why the merchandise is superior. and more expensive. than its rivals.

Death of a Salesman Essay Example | Topics and Well Written Essays - 500 words

Death of a Salesman - Essay Example To put it in short, DEATH OF A SALESMAN was the Great Grand Father of all cinematic technologies. This structural strength of the theatrical art in DEATH OF A SALESMAN stands behind as the everlasting appeal of the play. And above all, it is Miller’s affluence in portraying the culture and society of the day. Any art that reflects the society of the day has the capability to rise to the status of an epic. As such DEATH OF A SALESMAN enters into that domain, gluing theatrical drama and cinema with efficacious contents. This sort of strength transcending ages can be accounted for the perennial appeal for DEATH OF A SALESMAN. PORTRAYAL OF AMERICA: Miller has elegantly portrayed the patriarchal construct of American society. The never dying confusion of what it meant to be an American is the undertone of the play. The play is highly virulent in roping writers, critics and social thinkers of future generations to expose the hidden lies and underlying illusions fostered in a society built upon public myths and nationalistic pride. (Centola, 2007: p.37) CHARACHTERISATION: Characterization of the protagonist in the play has well been substantiated with the creation of his son Biff’s character. Parental imposition of unattained goals into kids’ psyche is well knit throughout the play.

Campaign Rhetoric Essay Example | Topics and Well Written Essays - 1500 words

Campaign Rhetoric - Essay Example By use of information technology, a click of a button has been enough for a marketer to reach enormous number of customers. Technology has given millions of people instant access of information. Marketers trying to get their products into the public eyes have actively used this fact. While the internet allows large dissemination of advertising, other technologies such as wired magazine has even made it easier for technology enthusiasts to access online information by just subscribing to wired magazine that is a new site for online information in a printed form. The issue of technology has changed the marketing of products. Buying and selling has been boosted by technology since it has become more convenient something that has attracted most people to rely on technology hence becoming technology enthusiasts forming often readily available cloud service for the sellers of high-tech products. Sellers such as Motorola company has been in the forefront on the use of wired magazine to promote the market of motor X since it was introduced in the market in August this year. Motorola has used wired magazine to back up the phone advertisement with a straightforward campaign including national TV commercial, print ads, online display units and stunts like getting it in the hands of models on fashion. Wired magazine has made it possible for motor X customers to access clear images of the phone in colors while marketers have been able to respond quickly to the marketplaces. For example, different markets can be targeted with differently themed promotions using digital technology without the prohibitive costs associated with traditional print technology. A wired magazine advertisement using graphic design software sent via email enable technology enthusiasts distinguish products from different marketers through the pictures bringing new experience to technology fans. Establishment of advertisement through