How the marketing of services differs from the marketing of products Essay

How the marketing of services differs from the marketing of products - Essay Example How the marketing of services differs from the marketing of products? When conducting the marketing of services, it is vital to depict the processes and proof of the service so that customers can have a positive image about the reliability of the services. Positive images and expectations allow the element of perceived value to be built in the consumer’s mind. In marketing products, there is no proof required as the product is something tangible that can be analyzed before buying and has the option of being returned if customers are not satisfied with it. For products, customers may be willing to pay a price before even viewing the actual price and this is based on the value perceived by the customer for the product. In products marketing, the price and benefits of the product is stated in the advertisement. In services marketing, it should be ensured to the customer that the service would be consistent and is going to meet the needs of the customer. Then the customer develops the perceived value for the service. Product pricing includes the material cost, the cost of distribution and the cost of manufacturing. The pricing of services include cost of offsite manufacturing and the traveling cost can be included if implied. The low cost in service pricing allows the firms to invest more in the service advertisements. In marketing the products and services, the place element of the marketing mix depends upon the type of products and services being offered. The products sold in retail outlets need to be in convenient location for the customers. For services, the place may not matter to the consumers.

Battle Against Evil Essay Example for Free

Battle Against Evil Essay Night by Elie Wiesel and Hangman by Maurice Ogden both make strong points of view towards the battle between mankind and evil. Wiesels personal experiences give the reader very specific and down to the point accounts of the Holocaust. In contrast, Ogden musical poem gives the reader a very indistinguishable idea of what is taking place. One must examine rhyme over and over to be given the full impact of the poem. The battle against evil may be compared on the basis of their narration, their subject, their language usage, and their tone and mood. The narration of both Night and in Hangman can be compared and contrasted in several ways. The first person narrative is the main point of view used in both Night and Hangman. In the last section of Hangman Ogden reverts to the point of view, first person singular as contrasting to the rest of the poem, which is presented in the point of view, first person collective. Another way Night and Hangman contrast themselves is one is an actual real life experience and the other is a fictions poem. The narrator in Hangman and the author in Night differ in how the affected the events of the novel or poem. The narrator in Hangman was more of a witness to the events that happened. Now one must not think that the author of Night did not witness any accounts of evil though. The author of Night participated in many of the brutal acts of violence committed in the concentration camps, in contrast to the narrator of Hangman who only found himself in the action near the conclusion of the poem. The subject that both Hangman and Night revolve around is essentially the same idea; kill anyone you see of a certain group of people. The only difference between the two is that in Night the Jews and only Jews are slaughtered and in Hangman a foreigner, a man with a big mouth, a Jew, and a black man are all killed. The rest of the killings that the hangman committed are not explained in detail, but the reader knows he murdered many more. The use of language in both Night and in Hangman is similar at times, but  then they vary greatly from each other at other times. When the authors are describing the setting it is a time when they are alike. Weisel describes one the concentration camps in Night like this, The camp looked as though it had suffered an epidemic: empty and dead. (Wiesel 45). The next days sun looked mildly down/ On roof and street in our quiet town (Ogden 134). Is how Ogden describes his setting of the third section of his poem. A huge difference in the style of writing between the two works by Weisel and Ogden is that Weisel uses very dull and direct writing and Ogden uses very rhythmic and musical style of writing. Both Wiesel and Ogden set a negative tone in their writings. In Hangman the narrator never does a thing while he watches person after person is being executed hoping that that was the one who served the hangman best. All through out Night Elie never tries to help anyone, except his father. But even in the end he gives up all hope and has the same motive as the rest of the young men who were at the concentration camps, that it is every man for him self. The moods that are set by the authors are negative as well. Both Wiesel and Ogden start there writing off with a depressing and awful occurrence. Such as when Wiesel tells how Mochà © described the concentration camps he saw. Also how Ogden starts off his poem by saying Into our town the Hangman came, /Smelling of gold and blood and flame- (Ogden 134). Both of the works start with a negative tone and mood that pull one closer to the battle of evil. The battle of mankind verse evil is expressed many ways thought out the context of Night and Hangman. It is expressed in the narration with the use of real life experiences and awful occurrences. The subjects of two writings generally deal with the same thing, killing. The language usage, tone, and mood all present examples of the battle against the evil.

Lawn Party Essay -- essays papers

Lawn Party Ann Beattie writes her short story â€Å"The Lawn Party† as a male narrator. Because men tend to be less emotional than women are, this makes the narrator’s point of view more believable. Although this is a story that moves from one agonizing situation to another, the lack of human emotion leaves one with a somewhat empty feeling. One could infer that the author removed all sensitivity from the narrator in an attempt to make him appear aloof, indifferent, and even somewhat callous. The narrator lost his arm in a car accident. When asked if he would like a plastic arm or claw, he rejected both. When asked what he would like, he calmly responded â€Å"air†. Later in the story, he complained that he has to sip beer because it would be annoying if he had to set the beer down to wipe his mouth. He also received a letter from the college where he worked, stating that they hoped all was well and that he would be back to work in the fall. His only thought was that it would be difficult to teach art with only one arm, but then dismissed the entire issue as if it was unimpor...

Athletic Training and Writing Studies

Genre Analysis This paper will take an in depth look at two articles that are representative of two different discourse communities. It will also analyze features that are different amongst the two discourse communities so that people have a better understanding of the different characteristics that discourse communities possess. It will explore the different styles that each discourse community utilizes, including but not limited to writing, citation styles and organizational styles. Keywords: Discourse Community, characteristics, organizational style, citation style writing style Many people do not understand that to be considered a discourse community, a group must have certain attributes. These attributes represent the way that the discourse community read, write, or communicate with one another. It is important that these attributes are done on a level that will be understood by those within the discourse community they are a member of. Although each genre typically has their own way of communication, whether it is via writing, email, or another form of communicating, some utilize the same ways and other genres utilize different ways. Regardless of the choice of communication, the goal is the same throughout discourse communities and that is to have effective communication. The differences and similarities are apparent when analyzing two articles from two different discourse communities, Athletic Training and Writing Studies. The first peered reviewed article accessed from the Athletic Training Education Journal titled â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† examines the way that Athletic Training has defined it body of knowledge and how to secure that body of knowledge in the Athletic Training discourse community. The second peered reviewed article titled â€Å"Rhetorical Reading Strategies and the Construction of Meaning† not only discusses reading and writing at a college level, however also discusses the role of rhetorical reading while writing and reading. Identification Identifying the differences and similarities between the two peered reviewed articles, â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† by Patrick O. McKeon, PhD; Jennifer M. Medina McKeon, PhD; Paul R. Geisler, EdD and â€Å"Rhetorical Reading Strategies and the Construction of Meaning† by Christina Haas and Linda Flower gave more clarity on the different and similar writing styles of the two different discourse communities. The first difference that was apparent was the formatting of the two articles. The first article by McKeon et al. appears to use an APA format for their article. APA format typically includes an abstract as well as a reference page that list the sources that were utilized throughout the paper, this paper included both. The APA citations are also different than the MLA citations. The Haas and Flower article is done in an MLA format, it does not include an abstract, title page and the source page is referenced as a â€Å"work cited† page which is typical of MLA formatting. The citations in MLA formatting are presented differently on the â€Å"works cited† page than a reference page of the APA format. What was observed in both articles that was similar, although using the different formats, was that both articles were 1-inch margins and 12-point font which is adhering to both the MLA and APA formats. To attract a reader typically organization of an article is important. These two articles differed in how they were organized, for instance the article â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† is organized by headings that clearly represent the facet of the information that is to follow the heading. Haas and Flowers article â€Å"Rhetorical Reading Strategies and the Construction of Meaning† does not include headings to present information, the information is sporadically placed within the article, including data represented by the study itself. A prominent similarity between the two articles was that they were both evidence-based articles. The article â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† the study shows that by clearly relating the Professional body of knowledge and the evidence that is utilized in the evidence-based practice helps to secure that there is, in fact, authority and legitimacy to the Athletic Training Profession body of Knowledge. (McKeon, el.at.) The article â€Å"Rhetorical Reading Strategies and the Construction of Meaning† was based on studies done with college students. These studies represented primarily the different ways that college students read and write. These studies were performed in hopes that undeniable proof would indeed help to strengthen the abilities of college students in the aspects of reading and writing. There were similarities to the stylistic form of writing of both the articles. The Haas and Flower article was more of an active voice rather that a passive voice. This was noted mainly because of wording and sentence structure. An active voice basically describes what the subject is doing or going to do, which in this article could be clearly defined throughout. The article by McKeon el. at. also used an active voice throughout the article. Suggesting what could be done as well as what is being done to secure their Professional Body of Knowledge in the Athletic Training field. Using an active voice in both articles helped to validate the strength of the articles which is important to the reader. Regarding the convention of the two articles they differed in how information was conveyed through visual illustration. It was clear that the authors Haas and Flower utilized multiple illustrations to identify the results and convey important information a manner that was visually understood. This allowed for information to be conveyed faster and accurately with different visuals, i.e. graphs, figures. In the article â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† the authors chose to not utilize many visuals, instead they utilized the grammar convention, which made deciphering the article slightly more time consuming that when visuals are incorporated. In short, the common goal of both articles was to communicate information to help advance their specific discourse community. In the Writing Studies community the information relayed, no matter how, was to improve the reading and writing skills of college students. In the community of Athletic Trainers, it was to facilitate a better understanding of the Professional Body of Knowledge and the relation to their stature in the healthcare field. The common goal simply stated was to advance each discourse community with the studies that were performed. Analysis Reading both articles, it was clear the active voice was representative of both the Writing Studies and Athletic Training discourse communities. Using the active voice defines a characteristic of both communities and the way they communicate, making sure that information is conveyed, clearly, concisely and straight to the point. This is an important attribute to these discourse communities simply because to advance it is important to understand and communicating efficiently is important. Utilizing the active voice also relays the strength and validation to the article which is important to the reader also. These two articles are clearly written as evidence-based articles, this is another important characteristic of the discourse communities of which the authors belong. It shows that both discourse communities rely on data that has scientifically evident and data that proves the facts. This information is made available in both articles through concise experiments that resulted in a conclusion that was beneficial to both discourse communities. This is an important attribute in the discourse communities because the reputable proof that is determined through these experiments reflects that the discourse communities require information that is only factual and based by scientific evidence. Organizational manner of both articles as stated was different. The article by McKeon, el. at. chose to structure the paper with an introduction, method, result, analysis and discussion format. This type of structure can be a representative characteristic of the discourse community Athletic Training by suggesting the discourse community relies mainly on scientific evidence and factual data. Utilizing headings helps the reader follow and have a clearer understanding of the material that is being discussed. The article by Haas and Flower chose to take a more laxed approach to the structure of their article. The authors used very little headings and left the article with points that could be further discussed. Even know results were apparent this article was left more open-ended, maybe to leave the reader no choice but to ask questions? This type of structure demonstrates the discourse communities will to speak freely and offer any elaboration that is needed. The different formatting of the articles APA and MLA represent the different characteristics that both discourse communities possess. The Athletic Training discourse community utilized an APA format in this article, this is representative of the concise, reliability and validity that is expected when writing in this discourse community. The authors of the Writing Studies article utilized the MLA format for the structure of their paper which is typical of the discourse community. This type of format demonstrates the discourse community's openness to further discuss and elaborate on the subject at hand. The difference in the formatting of the citations on both the reference and works cited pages represent the discourse communities' differences of what they stress importance on when using multiple sources. MLA citations always begin with the title name and APA citations usually begin with author first. The Athletic Training discourse community, using the APA format prefers to emphasize the importance of the author (writer) contrary to the discourse community of Writing Studies who choose to emphasize the importance of the subject in their citation. The conventions that were apparent in the articles displayed the discourse communities' differences in respect to conveying information. The Haas and Flower article had multiple visual illustrations that conveyed precise information in a quick manner. This is standard of the Writing Studies discourse communities will to open minded for elaboration. Presenting a graph or figure can reflect the need for more discussion. The McKeon el. at. article used only one display of visual illustration to convey information which is contrary to the discourse community who is usually under time constraints. The authors chose to use more grammar conventions such as mechanics, usage, and sentence structure to convey their message. This is also typical of the discourse community of Athletic Training and their continued effort to communicate in a fashion that is easily understood, straight to the point, concise and efficient. The last noted similarity in both articles was the fact that the articles were written in a manner that provided information to improve their discourse communities. Knowledge is power, and this was reflective in both articles with the information that was conveyed. This makes sense as both discourse communities have common goals and that is to better the community to which they belong by further research and continued communication. Reflection This Genre Analysis has given me the opportunity to explore and examine the different writing styles of the discourse communities of Writing Studies and Athletic Training. Despite that the discourse communities are from completely different realms, I analyzed both articles which later proved to achieve one common goal and that was communication through writing. After analyzing the two articles it was clear that the discourse communities had different as well as similar writing styles that they utilized to convey their messages. I was able to gain an understanding that the overall goal of conveying information effectively and concisely. Of which, ironically, was a common goal among both discourse communities. This analysis has also given me a better understanding of how writing, or the type of writing used can identify the characteristics of a discourse community. For example, the Athletic Training discourse community writes in a fashion that is straight forward and to the point to communicate the outcome. The Writing Studies discourse community tends to leave some information open ended, up for discussion they are a little laxer in their approach. No matter the approach in writing among the discourse community the bottom line will always be the same, to write in a manner that is concise and effective. Another very important aspect that was observed was the importance of adapting to the writing styles of the discourse community you belong to. Adapting will ensure that you can communicate effectively within the discourse community and most importantly be respected by fellow members. ReferencesHaas, C., ; Flower, L. (1988). Rhetorical Reading Strategies and the Construction of Meaning. College Composition and Communication, 39(2), 167-183. doi:10.2307/358026Patrick O. McKeon, Jennifer M. Medina McKeon, and Paul R. Geisler (2017) Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?. Athletic Training Education Journal: April-June 2017, Vol. 12, No. 2, pp. 95-105. https://doi.org/10.4085/120295

Causes of Macbeths Downfall Essay

Shakespeare’s Macbeth, based on a play written in 1605 explores the life journey of Macbeth as he climbs the ladder of the social hierarchy. Determined to become King, Macbeth will kill any and all that get in his way. Driven by ambition, Macbeth puts his faith in the words and prophecies of three witches after a prediction that Macbeth would gain the new title of Thane of Cawdor. Alongside with ambition, Lady Macbeth, is a key instrument to Macbeths’ ambition to become king, continuously pressuring him, when he fears he has gone too in his schemes for greatness. We can definitely see a well – regarded and loyal soldier of the Scottish army change to a murderous tyrant. His downfall is complete and he is responsible for his fate. It is his ambition, the influence of his wife, Lady Macbeth and the prophesies of the three witches and then his misplaced confidence in his invulnerability that causes his decline. These all contribute to the primary reasons for Macbeth s moral downfall as he climbs the ladder of success. The term ‘moral downfall’ refers to the emotional and social impact as oppose to a physical downfall, which is described as a step back in society, including the loss of money, fortune, family, social life and wellbeing. By succumbing to committing evil acts to achieve his ambition, he basically destroys Macbeths morality, leading to his downfall. Macbeths Ambition In Shakespeare’s Macbeth, ambition is the main theme that the protagonist, Macbeth, possesses. To be ambitious is basically an eager or strong desire to achieve something, such as fame or power. In Macbeth, ambition is a main theme. Macbeth, the protagonist and tragic hero in William Shakespeare’s Macbeth, possesses hamartia. Hamartia, named by Aristotle in Poetics, is a tragic flaw possessed by any tragic hero. Over the course of the play, Macbeth’s ambition grows. He succeeds in murdering Duncan, being named the new king, and ruling the kingdom. As his success grows, so does his ambitious nature. Fearing that the rest of the witches’ prophecy will come true (that Banquo’s sons will be kings), Macbeth decides to murder both him and his son (namely Fleance). Still feeling threatened, Macbeth murders Macduff’s family (to send a message of his power to Macduff). It is evident in the play that this theme exists. We can definitely see that Macbet h uses  his ambition to justify bad and evil actions, whereas most will use it for good. Not only it is seen throughout the course of the play, he’s ambition is revealed by Macbeth in Act 1, Scene 7. As mentioned in lines 25-27, Macbeth says: I have no spur to prick the sides of my intent, but only vaulting ambition, which o’erleaps itself and falls on th’ other. Macbeth, trying to rationalise his impending murder of King Duncan, continues his great â€Å"If it were done† which was a technique incorporated by Shakespeare called a soliloquy. As Macbeth has just explained to himself, there’s no real justification for the crime—Duncan is his relative, a meek and moral man, a good king, and, furthermore, a guest at his castle. All this argues against so bloody a deed, which will appear unjustifiable to mortal and divine eyes alike. Therefore, Macbeth has no â€Å"spur† to prick his intent, which is likened to a wild steed—no motivation to inspire the murder. Continuing the horse metaphor, he can only draw on â€Å"vaulting ambition†: an intense desire for power. His desire vaults even beyond its intrinsic limits (â€Å"oâ€℠¢erleaps itself†) to land on â€Å"th’other† (the other side)—possibly, to land somewhere unknown and beyond reason, as Macbeth regrets that he is motivated only by ambition and not by some more worthy motive. Those propelled by ambition often end up worse than they were before once the deed is done. Through this quote mentioned in Macbeths’ soliloquy in Act 1, Scene 7, it is evident that Macbeth is driven by his ambition to kill for power as his only motivation to gain the crown leading to Macbeths’ moral downfall. Lady Macbeth Alongside with Macbeths’ ambition to become Thane of Cawdor, his wife, Lady Macbeth is another influential being that causes Macbeths downfall. As the lead up to the event of King Duncan’s murder Lady Macbeth tricks Macbeth into killing Duncan by using her cunning and complicated words. She makes Macbeth think that he has to kill Duncan for his benefit. Lady Macbeth deceives him into thinking that only he would gain more power, and it wouldn’t benefit her. Lady Macbeth counters Macbeths’ arguments by saying that he needs to muster up all of his courage, and just follow here directions. Lady Macbeth plans the murder strategies, and influences Macbeth to go along with her strategy. Macbeth doesn’t want to kill a good king for his own ambitions, but is persuaded to do it. From Lady Macbeth persuading  him to kill Duncan, the first evil act he commits, he is drawn into believing the witches’ prophecies, and takes action to make them come true. Through various quotes by Lady Macbeth, it is evident to say that with each other by their sides, was a negative influence to the lead up of Macbeths’ downfall. Lady Macbeth blames her husband for lacking the courage to do the deed, and because Macbeth is a warrior above everything else, her comments manipulate him a good deal. Indeed, â€Å"manliness† is an idea the play interrogates in various ways, such as when Macbeth says â€Å"I dare do all that may become a man who dares do more is none† (1.7.46-47). This is the belief that his wife use against him: â€Å"When you durst do it, then you were a man and to be more than what you were, you would be so much more a man† (1.7.51-53). In short, it is by means of his manhood, fundamental to his belief of himself as warrior, that Lady Macbeth manipulates her husband. Through these quotes, revealed by Lady Macbeth, we can establish that Lady Macbeth was another factor influencing the decision-making of Macbeth, thereby causing his downfall. Three Witches With the influence of Macbeths’ ambition driving him to kill King Duncan as well as Macbeths’ wife, Lady Macbeth, driving him to fulfil his ambition, although there is another factor in Macbeths’ downfall. At the start of the play, the three witches inform Macbeth that he is destined to be king, as they are responsible for the introduction of the ideas that caused Duncan’s death and Macbeth’s destruction but not for Macbeth’s actions themselves. Ultimately the witches represents his fate and symbolise the dark side of humanity and the evilness of these beings, is evident that from the beginning when they meet and choose Macbeth to be their plaything. They live to torture and harass. While they do not physically create the downfall of any human, they do lead the humans to fall by their own demise, by way of misleading illusions. In Act 1, Scene 3 the three witches make a chilling prophecy saying: â€Å"All hail, Macbeth, hail to thee, thane of Cawdor!† and â€Å"All hail, Macbeth, thou shalt be king hereafter!† each revealing Macbeths’ future. In these lines, it is evident that Macbeth thinks about what being king would be like and since he is known as a brave warrior, this causes him to break down even more. This is the other role that they play in the downfall of Macbeth. These predictions by the three  witches soon motivates Macbeth to commit actions of evil and selfishness, which includes the murder of his best friend Banquo and the murders of Macduff’s’ family. By Macbeth becoming over confident we can see he has lost his moral values from becoming a well-liked and respected Scottish Gener al to an evil murderous fool. To conclude, the factors contributing to Macbeths’ moral downfall include his ambition to become King of Scotland by murdering his cousin, King Duncan, and the primary factor which was his wife, Lady Macbeth, that influenced him to commit such immoral acts through the insulting nature Lady Macbeth adopts. Finally, the last factor is the witches’ prophecies which drove Macbeth into believing he will be king and will have all this fame and power. However, he soon realises that he lost more than he received. We can see that Macbeth experienced a moral downfall as oppose to a downfall, which is described as a step back in society, including the loss of money, fortune, family, social life and wellbeing. We can see in Shakespeare’s Macbeth that Macbeth experienced a moral downfall as he climbed the hierarchy only to achieve nothing but hatred and loss of loved ones.

Getting a Drivers License in the U.S.

Getting a Drivers License in the U.S. A drivers license is a government-issued piece of identification required to operate a motor vehicle. Many places will ask for a drivers license for identification purposes including banks, or it can be used to show legal age when buying alcohol or tobacco. Unlike some countries, a U.S. drivers license is not a nationally issued piece of identification. Each state issues its own license, and requirements and procedures vary depending on your state. You can check your states requirements by referring to your local Department of Motor Vehicles (DMV). Requirements In most states, you will need a Social Security Number in order to apply for a drivers license. Bring all required identification with you, which may include your passport, foreign drivers license, birth certificate or permanent resident card, and proof of your legal immigration status. The DMV will also want to confirm that you are an in-state resident, so bring proof of residence such as a utility bill or lease in your name showing your current address. There are some general requirements in order to obtain a drivers license, including a written test, vision test, and driving test. Each state will have its own requirements and procedures. Some states will acknowledge the previous driving experience, so research the requirements for your state before you go so you can plan to bring any required paperwork from your home country. Many states will consider you a new driver, though, so be prepared for that. Preparation Prepare for your written test by picking up a copy of your states drivers guide at the DMV office. You can usually get these at no charge, and many states post their guidebooks on their DMV websites. The guidebook will teach you about traffic safety and the rules of the road. The written exam will be based on the contents of this handbook, so make sure youre well prepared. If youve never driven before, youll need to learn new driving skills to pass the road test. You can either take lessons from a very patient friend or family member (just make sure they have the right auto insurance to cover you in the case of an accident), or you can take formal lessons from a driving school in your area. Even if youve been driving for a while, it might be a good idea to take a refresher course to familiarize yourself with the new traffic laws. Testing You can usually walk into a DMV office without an appointment and take your written test that day. Watch the time, though, since most offices suspend testing for the day about an hour before closing. If your schedules flexible, try to avoid the busy times at the DMV. These are typically lunchtime, Saturdays, late afternoons and the first day after a holiday. Bring your required documentation with you and be prepared to pay a fee to cover the cost of taking the test. Once your application is complete, youll be directed to an area to take your exam. When you finish the exam, you will be told immediately whether or not you have passed. If you didnt pass, youll need to successfully pass the exam before you can take the road test. There may be a restriction on how soon you can attempt the exam and/or how many times you can take the test. If you pass the exam, you will schedule an appointment for a road test. You may be asked to take a vision test at the same time as your written exam, or during your driving test appointment. For the driving test, you will need to provide a vehicle in good working condition as well as proof of liability insurance. During the test, only you and the examiner are allowed in the car. The examiner will test your ability to drive legally and safely, and will not try to trick you in any way. At the end of the test, the examiner will tell you if you passed or failed. If you passed, you will be giving information about receiving your official drivers license. If you fail, there will likely be restrictions on when you can take the test again.

Bloomingdales international cu

Bloomingdales international cu "AT BLOOMINGDALE'S, WE'RE ALWAYS AT YOUR SERVICE" Bloomingdale's is successful because they have positioned themselves in the retailing market, by offering unique merchandise from around the world, targeting a affluent, educated group of patrons aged between 35-55 years, and focusing on "Customer Service". This marketing strategy has been the back bone of their success.Advertisement campaigns of Bloomingdale's has portrayed the focus of "Customer Service", with slogans such as "At Bloomingdale's, we're always at your service" and "You are like no one else in the world, Bloomingdale's is like no other store in the world.  ¢Ã‚„ ¢." Bloomingdale's is like no other store in the world, offering a unique retailing experience. It has been referred to as the "retailing theatre" in some of the worlds most influential magazines. Thus Bloomingdale's has gathered a international reputation for their unique merchandise and services; becoming a hot tourist destination.English: The Bloomingda le's department store at So...The International Customer will have unique needs, that will have to be catered too in order to achieve return business and new clientele.LANGUAGE BARRIER World wide there is over 200 different languages spoken. Thus, there are vast differences among nations as to the languages commonly spoken. Even within nations, there is often diversity as to the languages spoken. For example, Canada (English and French), India ( Hindi and English) Japan ( Japanese, English and Korean) have two or more official languages. However , the obvious language barrier, is not the only concern. Words have a variety of meaning within diverse countries.To overcome this issue, Bloomingdale's has available "Personal Shopping Assistant" Service. This is can be obtained at the International Service Desk, here they arrange for Associate that speaks the clients native language to assist. The signs in the store a mainly written in English, however there is a...

Raphael Semmes in the Civil War

Raphael Semmes in the Civil War Raphael Semmes - Early Life Career: Born in Charles County, MD on September 27, 1809, Raphael Semmes was the fourth child of Richard and Catherine Middleton Semmes. Orphaned at an early age, he moved to Georgetown, DC to live with his uncle and later attended Charlotte Hall Military Academy. Completing his education, Semmes elected to pursue a naval career. With the assistance of another uncle, Benedict Semmes, he obtained a midshipmans warrant in the US Navy in 1826. Going to sea, Semmes learned his new trade and succeeded in passing his exams in 1832. Assigned to Norfolk, he cared for the US Navys chronometers and spent his spare time studying law. Admitted to the Maryland bar in 1834, Semmes returned to sea the following year aboard the frigate USS Constellation (38 guns). While aboard, he received a promotion to lieutenant in 1837. Assigned to the Pensacola Navy Yard in 1841, he elected to transfer his residency to Alabama. Raphael Semmes - Prewar Years: While in Florida, Semmes received his first command, the sidewheel gunboat USS Poinsett (2). Largely employed in survey work, he next took command of the brig USS Somers (10). In command when the Mexican-American War began in 1846, Semmes commenced blockade duty in the Gulf of Mexico. On December 8, Somers became caught in a severe squall and began to founder. Forced to abandon ship, Semmes and the crew went over the side. Though he was rescued, thirty-two of the crew drowned and seven were captured by the Mexicans. A subsequent court of inquiry found no fault with Semmes behavior and praised his actions during the brigs final moments. Sent ashore the following year, he took part in Major General Winfield Scotts campaign against Mexico City and served on the staff of Major General William J. Worth. With the end of the conflict, Semmes moved to Mobile, AL to await further orders. Resuming the practice of law, he wrote Service Afloat and Ashore During the Mexican War about his time in Mexico. Promoted to commander in 1855, Semmes received an assignment to the Lighthouse Board in Washington, DC. He remained in this post as sectional tensions began to rise and states started to leave the Union after the election of 1860. Feeling that his loyalties were with the newly-formed Confederacy, he resigned his commission in the US Navy on February 15, 1861. Traveling to Montgomery, AL, Semmes offered his services to President Jefferson Davis. Accepting, Davis sent him north on a mission to covertly buy arms. Returning to Montgomery in early April, Semmes was commissioned as a commander in the Confederate Navy and made head of the Lighthouse Board. Raphael Semmes - CSS Sumter: Disappointed with this assignment, Semmes lobbied Secretary of the Navy Stephen Mallory to allow him to convert a merchant vessel into a commerce raider. Granting this request, Mallory ordered him to New Orleans to overhaul the steamer Habana. Working through the early days of the Civil War, Semmes changed the steamer into the raider CSS Sumter (5). Completing the work, he moved down the Mississippi River and successfully breached the Union blockade on June 30. Outrunning the steam sloop USS Brooklyn (21), Sumter reached open water and began hunting Union merchant vessels. Operating off Cuba, Semmes captured eight ships before shifting south to Brazil. Sailing in southern waters into the fall, Sumter took four additional Union vessels before returning north to coal at Martinique. Departing the Caribbean in November, Semmes captured six more ships as Sumter crossed the Atlantic Ocean. Arriving at Cadiz, Spain on January 4, 1862, Sumter badly required a major overhaul. Prohibited from doing the needed work in Cadiz, Semmes moved down the coast to Gibraltar. While there, Sumter was blockaded by three Union warships including the steam sloop USS (7). Unable to move forward with repairs or escape the Union vessels, Semmes received orders on April 7 to lay up his ship and return to the Confederacy. Taking passage to the Bahamas, he reached Nassau later that spring where he learned of his promotion to captain and his assignment to command a new cruiser then under construction in Britain. Raphael Semmes - CSS Alabama: Operating in England, Confederate agent James Bulloch was tasked with establishing contacts and finding vessels for the Confederate Navy. Forced to operate through a front company to avoid issues with British neutrality, he was able to contract for the construction of a screw sloop at the yard of John Laird Sons Company in Birkenhead. Laid down in 1862, the new hull was designated #290 and launched on July 29, 1862. On August 8, Semmes joined Bulloch and the two men oversaw the construction of the new vessel. Initially known as Enrica, it was rigged as a three-masted barque and possessed a direct-acting, horizontal condensing steam engine which powered a retractable propeller. As Enrica completed fitting out, Bulloch hired a civilian crew to sail the new vessel to Terceira in the Azores. Sailing aboard the chartered steamer Bahama, Semmes and Bulloch rendezvoused with Enrica and the supply ship Agrippina. Over the next several days, Semmes oversaw Enricas conversion into a commerce raider. With the work complete, the he commissioned the ship CSS Alabama (8) on August 24. Electing to operate around the Azores, Semmes scored Alabamas first prize on September 5 when it captured the whaler Ocumlgee. Over the next two weeks, the raider destroyed a total of ten Union merchant ships, mostly whalers, and inflicted around $230,000 in damage. Moving toward the East Coast, Alabama made thirteen captures as the fall progressed. Though Semmes desired to raid New York harbor, a lack of coal forced him to steam for Martinique and a meeting with Agrippina. Re-coaling, he sailed for Texas with the hope of frustrating Union operations off Galveston. Nearing the port on January 11, 1863, Alabama was spotted by the Union blockade force. Turning to flee like a blockade runner, Semmes succeeded in luring USS Hatteras (5) away from its consorts before striking. In a brief battle, Alabama forced the Union warship to surrender. Landing and paroling the Union prisoners, Semmes turned south and made for Brazil. Operating along the coast of South America through late July, Alabama enjoyed a successful spell that saw it capture twenty-nine Union merchant ships. Crossing to South Africa, Semmes spent much of August refitting Alabama at Cape Town. Eluding several pursuing Union warships, Alabama moved into the Indian Ocean. Though Alabama continued to increase its tally, hunting became increasingly sparse particularly when it reached the East Indies. After overhauling at Candore, Semmes turned west in December. Departing Singapore, Alabama was increasingly in need of a full dockyard refit. Touching at Cape Town in March 1864, the raider made its sixty-fifth and final capture the following month as it steamed north toward Europe. Raphael Semmes - Loss of CSS Alabama: Reaching Cherbourg on June 11, Semmes entered the harbor. This proved a poor choice as the only dry docks in the city belonged to the French Navy whereas La Havre possessed privately-owned facilities. Requesting use of the dry docks, Semmes was informed that it required the permission of Emperor Napoleon III who was on vacation. The situation was made worse by the fact that the Union ambassador in Paris immediately alerted all Union naval vessels in Europe as to Alabamas location. The first to arrive off the harbor was Captain John A. Winslows Kearsarge. Unable to gain permission to use the dry docks, Semmes faced a difficult choice. The longer he remained at Cherbourg, the greater the Union opposition would likely become and the chances increased that the French would prevent his departure. As a result, after issuing a challenge to Winslow, Semmes emerged with his ship on June 19. Escorted by the French ironclad frigate Couronne and the British yacht Deerhound, Semmes approached the limit of French territorial waters. Battered from its long cruise and with its store of powder in poor condition, Alabama entered the battle at a disadvantage. In the fight that ensued, Alabama hit the Union vessel several times but the poor condition of its powder showed as several shells, including one that hit Kearsarges sternpost, failed to detonate. Kearsarge faired better as its rounds hit with telling effect. An hour after the battle began, Kearsarges guns had reduced the Confederacys greatest raider to a burning wreck. With his ship sinking, Semmes struck his colors and requested help. Sending boats, Kearsarge managed to rescue much of Alabamas crew, though Semmes was able to escape aboard Deerhound. Raphael Semmes - Later Career Life Taken to Britain, Semmes remained abroad for several months before embarking on the steamer Tasmanian on October 3. Arriving in Cuba, he returned to the Confederacy via Mexico. Arriving in Mobile on November 27, Semmes was hailed as a hero. Traveling to Richmond, VA, he received a vote of thanks from the Confederate Congress and gave a full report to Davis. Promoted to rear admiral on February 10, 1865, Semmes took command of the James River Squadron and aided in the defense of Richmond. On April 2, with the fall of Petersburg and Richmond imminent, he destroyed his ships and formed a Naval Brigade from his crews. Unable to join General Robert E. Lees retreating army, Semmes accepted the rank of brigadier general from Davis and moved south to join General Joseph E. Johnstons army in North Carolina. He was with Johnston when the general surrendered to Major General William T. Sherman at Bennett Place, NC on April 26. Initially paroled, Semmes later was arrested in Mobile on December 15 and charged with piracy. Held at the New York Navy Yard for three months, he gained his freedom in April 1866. Though elected probate judge for Mobile County, federal authorities prevented him from taking office. After briefly teaching at the Louisiana State Seminary (now Louisiana State University), he returned to Mobile where he served as a newspaper editor and author. Semmes died at Mobile on August 30, 1877, after contracting food poisoning and was buried in the citys Old Catholic Cemetery. Selected Sources US Navy: Captain Raphael Semmes CSS AlabamaEncyclopedia of Alabama: Raphael Semmes HistoryNet: Confederate Raider Raphael Semmes

Analysis of Health Club Market in UK Essay Example | Topics and Well Written Essays - 2500 words

Analysis of Health Club Market in UK - Essay Example In the first part of the project, an industry analysis of the health club market in the United Kingdom will be done. In the next part, an opportunity and a threat analysis will be performed for the major players in the health club market of the United Kingdom. Finally, in the third part, the business strategies of these competitors will be described. There are a large number of health clubs operating in the United Kingdom. An industry analysis of the health club market will be done to understand the threat that these companies possess from one another. The industry analysis will be done using Porter’s Five Forces Model: Rivalry from Existing Firms - In an industry, there are a large number of competitors competing in order to achieve competitive advantage. The intensity of this competition is one of the major determinants of the industry analysis. The business strategies of a firm help it to distinguish from the competitors. The merger activities of the health clubs have increased the competition in the market. Whitbread Plc has acquired David Lloyd Leisure in the year 1995. Canon and First leisure have also merged their fitness and health clubs. The merger or acquisition of the companies helps in the market extension as well. Thus the threat from the competitors in the health and fitness industry is very high. A threat of New Entrants- If the existing market yields high return to the companies operating in the market, it attracts new entries. But the entry of the new firms results in the decrease in the profitability of all the firms operating there. If barriers are not provided to these new entrants, the profitability of the firms will show an abnormal decrease.  

Development of film through 20th and into the 21st Century Essay - 1

Development of film through 20th and into the 21st Century - Essay Example By early 1900’s, twenty-four frames per second standardized method became most popular for projecting films. The characteristic discrepancies in filming speeds due to being dependent on cinematographers hand speed saw the process of filming remain unstandardized for a long period. A skilled cinematographer was able to film a complete film at constant speeds; however, variations were made in order to incorporate special effects. Georges Melies, the popular French filmmaker was the first individual to use changing backgrounds and outfits to narrate his story. Prior to that event, most films were short and took place on a single set. His idea on stage opened up a wide variety of new prospects and stimulated growth in the largely green industry. As the film industry spread and wide, American cinematographers thought it wise to find a central location that would serve them better in creating films uninterrupted. California features of bright sunlight, favourable climatic conditions and a wide-ranging terrain made it perfect for filmmakers, and, thus, ended up being their preferred choice. Hollywood, as is commonly known became a chosen heaven for movie creators. Key innovations within this period also played a vital role that propelled Hollywood dominance in the film industry. Hollywood became an audience pleaser, as technological advancements in the use of double reel in filming made it possible to have lengthy films. The two-hour long films replaced the short 30 minutes films. The double reel camera became a darling for filmmakers. The film industry grew exponentially in two fronts, both financially and in creativity. Film producers in Hollywood swiftly learned that movie spectators were attracted to particular artists and film players, the â€Å"movie stars,† who could attract the largest crowds, thus, bringing in a lot of revenue. Colloquially, this is referred to as the â€Å"Star System.† This discovery in Hollywood

Knowledge management Essay Example | Topics and Well Written Essays - 500 words

Knowledge management - Essay Example Knowledge management theorists categorize tacit and explicit knowledge. Using simulation, graphs, games and other materials will be part of explicit knowledge, which relates to the use of knowledge or information stored in a data base, games etc. As Wiig (2004, p. 98) noted, making use of stories, simulation and games for knowledge management essentially requires that the recipients must have sufficient background and prior knowledge. Games, simulation, calculation, recreation, graphical representation are some of the techniques and strategies that can be used for creating knowledge, sharing it between people, transferring it from one group to the other and making use of it for the overall benefits of organization. In using or depending on gaming, simulation and other tools for knowledge management, computer or any other electronic media can be used for storing information in useable data base, converting them to more convenient forms and getting them highly useful for the organizati onal requirements. The main techniques to be used for this purpose include maintaining accuracy, reliability, dependability and flexibility etc.

Constantine I The Great Emperor Essay Example | Topics and Well Written Essays - 1750 words

Constantine I The Great Emperor - Essay Example The right of choosing one’s religion earned him a place in people’s hearts and his actions earned him great public support. Not only did he ‘legalize’ Christianity, he took deep interest in their matters and formed the Ecumenical Council of Catholic church which was the first of its kind (Odahl). To make worship easy for the public, he constructed a lot of Churches in his empire which was previously only filled with Roman temples. The property that was seized during the great persecution was returned to the rightful owners and the Christian officials were restored to their ranks (Kousoulas). All the wrongs done by his predecessors were corrected and a new era started which offered a promising future for the Christians. All of his actions not only allowed the Christians to practice their religion freely and proudly but it also created a scenario in which it was advantageous to be a Christian. The political image of Constantine improved after Galerius recogni zed Constantine as an emperor. As a customary act, a portrait of Constantine was brought to Rome as recognition of his emperorship. Maxentius was the son of Maximan, the former emperor and also the son-in-law of the emperor Galerius. He had an arch rivalry with Constantine and wanted to take over the empire as his own. Maxentius was full of hatred and jealousy and he could not bear his powerlessness while Constantine having so much authority. The empire faced serious threats from the side of Maxentius when he seized the title in 306. Galerius did not recognize Maxentius as an emperor but he was not strong enough to depower him. Galerius sent a military force against Maxentius under the leadership of Severus but they were defeated and Severus was taken... The political image of Constantine improved after Galerius recognized Constantine as an emperor. As a customary act, a portrait of Constantine was brought to Rome as recognition of his emperorship. Maxentius was the son of Maximan, the former emperor and also the son-in-law of the emperor Galerius. He had an arch rivalry with Constantine and wanted to take over the empire as his own. Maxentius was full of hatred and jealousy and he could not bear his powerlessness while Constantine having so much authority. The empire faced serious threats from the side of Maxentius when he seized the title in 306. Galerius did not recognize Maxentius as an emperor but he was not strong enough to depower him. Galerius sent a military force against Maxentius under the leadership of Severus but they were defeated and Severus was taken prisoner. Constantine tried to reestablish old ties so that empire does not suffer from bloodshed and chaos. Maximan offered Fausta, his daughter to Constantine which wou ld promote him to the rank of an Augustan. In return, Constantine offered his support for Maxentius and the family ties were reformed. During his rule, Licenius also had to suffer defeat. Licenius’ defeat symbolized the defeat of the pagan practices prevalent in the East. In order to integrate the East into the Roman Empire, it was suggested that a new capital of the empire should be formed. Constantine planned a strategic campaign in companionship with the Sarmatians against the Goths.

INTERVIEWS Essay Example | Topics and Well Written Essays - 500 words

INTERVIEWS - Essay Example However, some health educators are employed with a bachelor’s degree in health education or other fields like sociology, anthropology, and at least two years work experience in the field of health. Additionally, health educators are required to always continue learning in order to increase or maintain their professional skills. The health teachers who accept to become Certified Health Education Specialist (CHES) normally develop some pride and accomplishment according to the NCHEC. The CHES helps to discover ones skills and knowledge enabling the employers to identify the qualified personnel. To be in a health field, it is important to have several skills that can boost your work. It is important to have communication skills. This helps while presenting educational information to different groups of people. Secondly, it is necessary to consider leadership skills. Leadership skills are mainly needed while coordinating and directing your work or others. Additionally, for planning purpose, organizational skills are needed. According to my knowledge, there are very many responsibility and duties of a health teacher. Most health workers work at places such as community civic centers and high schools to educate people in health matters. For instance, they teach about the importance of adopting a healthy lifestyle, using the available health services and avoiding health emergencies from occurring frequently. Additionally, the main requirements needed of a health teacher are planning and directing health learning programs and lectures for companies, schools and community groups. The main task is to develop health goals with the students and help in promoting good health and varies ways of protecting or preventing diseases. Furthermore, the professionals are required to prepare and distribute educational materials on health matters. These matters may include: drug abuse and smoking, sexually

Constantine I The Great Emperor Essay Example | Topics and Well Written Essays - 1750 words

Constantine I The Great Emperor - Essay Example The right of choosing one’s religion earned him a place in people’s hearts and his actions earned him great public support. Not only did he ‘legalize’ Christianity, he took deep interest in their matters and formed the Ecumenical Council of Catholic church which was the first of its kind (Odahl). To make worship easy for the public, he constructed a lot of Churches in his empire which was previously only filled with Roman temples. The property that was seized during the great persecution was returned to the rightful owners and the Christian officials were restored to their ranks (Kousoulas). All the wrongs done by his predecessors were corrected and a new era started which offered a promising future for the Christians. All of his actions not only allowed the Christians to practice their religion freely and proudly but it also created a scenario in which it was advantageous to be a Christian. The political image of Constantine improved after Galerius recogni zed Constantine as an emperor. As a customary act, a portrait of Constantine was brought to Rome as recognition of his emperorship. Maxentius was the son of Maximan, the former emperor and also the son-in-law of the emperor Galerius. He had an arch rivalry with Constantine and wanted to take over the empire as his own. Maxentius was full of hatred and jealousy and he could not bear his powerlessness while Constantine having so much authority. The empire faced serious threats from the side of Maxentius when he seized the title in 306. Galerius did not recognize Maxentius as an emperor but he was not strong enough to depower him. Galerius sent a military force against Maxentius under the leadership of Severus but they were defeated and Severus was taken... The political image of Constantine improved after Galerius recognized Constantine as an emperor. As a customary act, a portrait of Constantine was brought to Rome as recognition of his emperorship. Maxentius was the son of Maximan, the former emperor and also the son-in-law of the emperor Galerius. He had an arch rivalry with Constantine and wanted to take over the empire as his own. Maxentius was full of hatred and jealousy and he could not bear his powerlessness while Constantine having so much authority. The empire faced serious threats from the side of Maxentius when he seized the title in 306. Galerius did not recognize Maxentius as an emperor but he was not strong enough to depower him. Galerius sent a military force against Maxentius under the leadership of Severus but they were defeated and Severus was taken prisoner. Constantine tried to reestablish old ties so that empire does not suffer from bloodshed and chaos. Maximan offered Fausta, his daughter to Constantine which wou ld promote him to the rank of an Augustan. In return, Constantine offered his support for Maxentius and the family ties were reformed. During his rule, Licenius also had to suffer defeat. Licenius’ defeat symbolized the defeat of the pagan practices prevalent in the East. In order to integrate the East into the Roman Empire, it was suggested that a new capital of the empire should be formed. Constantine planned a strategic campaign in companionship with the Sarmatians against the Goths.

Security Analysis and Redesign of a Network Essay

Security Analysis and Redesign of a Network - Essay Example Service Information: Operating System: Linux 2.5.25 - 2.6.3 or Gentoo 1.2 Linux 2.4.19 rc1-rc7. Interesting ports on XYZ Invite Design at domain 192.168.0.6: Nmap done: 6 IP address (6 hosts up) scanned in 64.27 seconds. Password strengths are essential in security matters. Users’ password must be encrypted so as to prevent unauthorized entries to the system (Stewart, 2010). The Public Key Infrastructure, Hashing and Digital Signatures, Cryptography: Public Key Encryption and Cryptology assist in the implementation of password protection. Set up an NTFS drive applicable for the IIS application and data. If likely, do not tolerate IUSER or whatever the unidentified username access to any of the available drives. If the relevance runs into any problems due the anonymous user does not have admission to programs on the available drive(s), then apply FileMon from Sysinternals to test which file it cannot access and attempt working around it by relocating the program to the IIS drive. If that is not possible, then permit IUSER access just to that file. Allow Windows auditing on the machine, since there is never sufficient data when trying to backtrack any attackers movements. It is even likely to have a script run to check for any distrustful activity via the audit logs, and then send an account to an administrator. Now this could appear a bit extreme, but if security is actually significant in your organization, this sort of action is an excellent practice. Set up auditing to account any failed account log in attempts. Plus, same as the IIS logs, alter the default location to a different location, and make sure that the company have a backing and a replicated copy (Weaver, Weaver, & Farwood, 2013). On a customary basis, go through as a lot of security articles from various sources as the company can. It is at all times better that company appreciate as much as possible about IIS and universal

Psychological Disorders Essay Example for Free

Psychological Disorders Essay Psychological Disorder Analysis This psychological analysis is about Maria a 42 year old Hispanic female who comes into the mental health clinic complaining of feeling jumpy all of the time, she has trouble sleeping and is enable to concentrate on her work as an accountant. These symptoms are causing problems for her at work. There can be many causes for her symptoms but to get to the root of her issue a clinical assessment, diagnoses, and proper treatment for her disorder will be submitted. Maria comes into the clinic complaining of having trouble sleeping, feeling jumpy all the time, she has trouble concentrating on her work which seems to be causing an issue. A clinical interview is done first on Maria to attain some background information. Clinical interviews questions are 1. What brings her to the clinic? 2. When did these feelings start and did an event trigger them? 3. Do these feelings last long? 4. What is her relationship with her parents? 5. What is her relationship with her siblings? 6. What type of work does she do? 7. What are her romantic relationships like? 8. What was her childhood experiences like? 9. What makes her happy? 10. Does she have any medical problems or medication she is taking? A possible disorder is causing her symptoms. Because information was not given concerning her background, family or social life Maria’s symptoms coincide with Dysthymic Disorder with major depression (University Of Phoenix, 2007). Dysthymic Disorder is known as double depression (Comer, 2011). It has symptoms of chronic and low level depression which reduces one’s ability to function. Some individuals with Dysthymia experience insomnia, or hypersomnia, poor appetite and overeating. They also experience poor concentration or have difficulty making decisions. Some fail to attend to daily hygiene, some experience low energy and low self esteem which cause them to overlook their daily duties or job responsibilities (University Of Phoenix, 2007). Most say they have been unhappy or sad all of their lives which cause them not maintain healthy relationships (University Of Phoenix, 2007). Dysthymia also causes changes in feeling, thinking, and physical well-being (University Of Phoenix, 2007). Dysthymic disorder share symptoms with major depression. Both disorders share symptoms such as sleep difficulties, shyness, and social withdrawal; poor work performance,  irritability, and conflict with family and friends (University Of Phoenix, 2007). The main difference between the two disorders is the intensity and duration of the disorder. With major depression symptoms are more severe such as the individual may be so depressed they cannot get out of bed and have thoughts of suicide whereas with Dysthymia the depression is more muted where the person is able to function on some level, he or she may be getting out of bed, but they may not groom themselves (University Of Phoenix, 2007). The other difference is major depression needs episodes that last for at least two weeks whereas dysthymic disorder symptoms persist for at least two years (University Of Phoenix, 2007). Major depression is also common with minorities. Minority groups that live below poverty or come from family wh ose environment was impoverished tend to suffer from depression in higher numbers (Comer, 2011). Gender also plays a role in major depression women are twice as likely as men to receive a diagnosis of depression (Comer, 2011). To assess her case the DSM-IV is used. According to what Maria says her symptoms meet the criteria on the DSM-IV. Maria must display two of her symptoms for a period of 2 weeks or longer (University Of Phoenix, 2007). Maria did not indicate in this case study how long she had been experiencing symptoms. The case study did not indicate Maria’s dress condition or hygiene neither did it indicate that she was shy or socially withdrawn. Maria may have developed dysthymic disorder through a behavioral process called learned helplessness. (University Of Phoenix, 2007). During an experiment dogs were placed in a cage with barricades and were exposed to a stimulus light which was followed by a shock (University Of Phoenix, 2007). They learned quickly through classical conditioning to fear the light (University Of Phoenix, 2007). In phase two of the experiment the shock was turned off and when the first group of dogs was exposed to the light they jumped over the barricade jumping to safety (Comer, 2011). When the second group of dogs encountered a large barrier they could not jump from the fear producing light to safety. When the light came on they ran around the cage barking and when they discovered escape was impossible they lay down and whimpered (University Of Phoenix, 2007). In ph ase 3 of this experiment all the barriers were removed, and the dogs could escape easily however, when the light came on the dogs that had been trapped made no effort to leave the cage, instead they lay down and whimpered (University Of Phoenix, 2007). What the experiment revealed is the dogs learned that even though they can escape nothing they can do will improve their conditions so in effect the dogs learned to be helpless (University Of Phoenix, 2007). Because Maria is Hispanic the multicultural perspective plays a role. Because of social norms, family structure, and background this should be all taken into account with minorities. Maria probably grew in an impoverish environment. Research shows that Hispanics are more likely to live a poorer environment that White American (Comer, 2011). Maria may feel that her life was precondition to remain this way even though she has made a life for herself as an accountant. Just like the dogs in her thinking she feels nothing she can do will change her conditions, even though she has opportunities to improve her life she has learned to be helpless which makes her sad and depressed which are symptoms of the disorder (University Of Phoenix, 2007). Multicultural research also shows that prejudice and discrimination against multicultural groups leads to higher anxiety and depression in minorities (Comer, 2011). Other probably causes for Maria’s disorder is a biological imbalance or hormonal imbalance like those seen in major depression. Biological theorist believes abnormal behavior as an illness is brought on by a malfunctioning organism in the brain or brain chemistry (Comer, 2011). The brain is made up of billions of nerve cells called neurons (Comer, 2011). When an electrical impulse reaches a neuron it is stimulated to release a certain chemical called a neurotransmitter which travels to receptors (Comer, 2011). These receptors travel to other neurons telling them to fire or not fire (Comer, 2011). Neurotransmitters play a key role in carrying information through the brain. In Maria’s case her neurotransmitters may be defective causing her symptoms (Comer, 2011). A hormonal imbalance can also trigger depressio n (Comer, 2011). A woman’s biological life changes as she ages triggering different hormone levels (Comer, 2011). Although hormonal changes cannot alone cause depression alone important social and life events that occur with puberty, pregnancy, or menopause can (Comer, 2011). To treat dysthymic disorder biological treatments such as psychotherapy and medications like Prozac and Tofranil have proven to be helpful in reducing symptoms (University Of Phoenix, 2007). A variety of psychotherapeutic approaches can work as well. Cognitive behavioral therapy can challenge Marias unrealistic ideas,  pessimistic expectations and self-critical evaluations (University Of Phoenix, 2007). Therapy can help her to have a more positive outlook on her life, and can help her to prioritize both opportunities and challenges concerning her life (University Of Phoenix, 2007). Multicultural treatments such as culture-sensitive therapy can be used in which the therapist addresses issues faced by minority groups (Comer, 2011). In addition behavioral oriented therapy can help her adapt better coping skills and help her communicate more effectively with friends and coworkers (University Of Phoenix, 2007). In this case study Maria went to the mental health clinic complaining of having trouble sleeping, feeling jumpy all the time, an inability to concentrate on her work as an accountant. Interview questions were asked which lead to a diagnosis of dysthymic disorder with major depression. Probable causes for her disorder are rooted in a neuro chemical imbalance or a learned helplessness from her environment (University Of Phoenix, 2007). Treatment for dysthymic disorder is psychotherapy and medication to reduce the symptoms (University Of Phoenix, 2007).

Religious Depictions in Art

Religious Depictions in Art The Human Experience The Vladimir Madonna The Vladimir Madonna is a Russian icon painted during the 12th century. It is recognized by the arm of a child around the neck of the mother. It is designed in that the face the mother is facing the audience. The face out-shows human warmth and comprehension, as well as deep concern and sadness (Cooper, Dana, and Claire, 150). The Mosaic Dome of the Great Mosque of Cordoba It is the most important building and monument in the Muslim religion. It is beautifully decorated with no seat or altars inside and is used as a place of worship (Darke, 90). The monument symbolizes religious changes Cordoba has undergone over the centuries. It also reveals Islamic art and architecture of the 8th century (Darke, 91). Giotto Lamentation (Burial of Jesus) The work reveals the mourning of Christ. The monument consists of the painting of the body of Christ being held by three women that wear halos and biblical costumes (Lubbock, 248). The painting of the face depicts extreme sadness and lays the foundation of the Renaissance. Giotto is the artist and is commonly referred as the father of western painting (Lubbock, 248). Duccio di Buoninsegna: Maesta (Virgin Mary Enthroned) Duccio is one of the most influential artists in Italy. In his Maesta, the Virgin is painted sited on a marvelous inlaid throne. The face is painted to reveal a hint of a smile (Keith, 40). Durham Cathedral (England) It is one of the monuments founded in 1093. The building still remains centre of worship to date. The walls are whitewashed while the shrines of Cuthbert are substantially destroyed. The exterior displays are the stained broken glass windows (Ch’ing, Mark, and Prakash, 370). Grunewald ‘Crucifixion’ from the Isenheim Altarpiece The Crucifixion altarpiece is an impressive art by Matthias which depicts the crucifixion of Christ (Gardner, Helen, and Kleiner, 504). The monument was constructed and painted in early 1500s, essentially containing a box of statues covered by folding wings. The art generally consists painting of Christ with the witnesses of the crucifixion scene and as revealed in the biblical teachings (Gardner, Helen, and Kleiner, 504). Raphael: The â€Å"Alba Madonna† and the â€Å"School of Athens† Alba Madonna and the School of Athens depict the works of Raphael in 1500s. in his school of Athens, Raphael is celebrated for his paintings ranging from the depiction of Plato to Aristotle other sages that reveal human sentiments. El Greco: â€Å"The Burial of Count Orgaz† The burial is one of El Greco’s panting and architect of the Spanish Renaissance. The art was created in 1588 and is considered his greatest masterpiece of all time (Scholz-Hansel, Michael, and Greco, 51). The burial contains heaven painting above and a moral burial scene below. Bernini’s â€Å"David† â€Å"David† is a marble sculpture created in 1623 depicting Bernini’s architecture. The painting consist the sculpture of David of the bible in a position suggesting his confrontation with the giant Goliath (Janson, and Anthony, 5). ‘Values’ The Vladimir Madonna The Vladimir Madonna reveals part of the life of the Russian history, accounting for the religious beliefs of that time. The icon was founded in 1395 and has remained since then (Cooper, Dana, and Claire, 150). The icon account for the miraculous interventions ascertained to it which makes the Russian people attached to it. The icon symbolizes the Russian’s acknowledgment of the Vladimir Virgin favors as contained in the scriptures. For instance, it symbolizes how Moscow was saved thrice from the Tartars on august of 1395 (Cooper, Dana, and Claire, 152). The Russian believe that the icon roused blazing enthusiasm in her defense during the attacks by the poles. The icon was later restored with the participation of religious leaders. It was then celebrated thrice a year in 1500s where the Russian held feasts in honor of the icon. It was considered a sacred treasure for them as it defended them against the Poles attacks of the Muscovites (Cooper, Dana, and Claire, 154). The Vladimir icons exist in two groups. First is the Odigitria also known as â€Å"The Guide†. In this group, the Virgin is painted holding the child Jesus on her left arm while pointing to him with the right hand. The manner in which the icon is placed is interpreted to mean that the Virgin is guiding people, or rather communicating to the Russian that the child (Jesus) is ‘the chosen one’. The second group is the â€Å"tender hearted†. In this group, the Virgin holds the child (Jesus) with her right arm in manner as if cuddling ‘Him’ in a gentle way filled with maternal tenderness. Through the two groups, the icon depicts the attitude of the iconographer which symbolizes the religious perception at the time. Personal opinion The icon depicts the Russian art and architecture during the 12th century. It also depicts the Russian religious beliefs at the time. This explains why the icon has been preserved up to date. More importantly, the icon helps us understand the human behavior in regard, as well as in connection with religious faith. The monument also reveals the great works and creativity of the artists of that time. The monument is an illustration of the continued revolution of human life, both socially and economically, as well politically. The transformation to the current world of civilization is also depicted. Through the icon, the Russian history is well revealed and described. For instance, Russian experienced three exceptional iconographers who cooperated in their painting talents to come up with a strong architecture. Through the Vladimir Virgin, we learn more of the Biblical teaching and Christian faith, especially the Catholic faith. For instance, the prolonged gave of the Virgin to the baby Jesus reveals the deep concern of a mother-child love. The divine reveals the mother’s concern for her son’s future. The Virgin is aware of what awaits her Son, as it is revealed through the scriptures, â€Å"†¦and a sword will pierce your own soul† as contained in Luke 2-35. In ancient times, the Jerusalem school of icon painters prevailed against Greek and other influences. For instance, the Virgin is depicted as a conservative Palestinian girl with her head covered in accordance with the culture. As written in the scriptures, the clarity of Virgin Mary is crystalline. In the same manner, the veil of the icon is painted white to pass the same message. In that regard, there is a connection between the early architecture and the religious, as well as the culture of the people at tha t time. Likewise, the same values are passed from one generation to the other. Giotto Lamentation (Burial of Jesus) Giotto lamentation is similar to Vladimir Madonna. The monument consists of the painting of the body of Christ being held by three women that wear halos and biblical costumes (Lubbock, 248). The painting of the face depicts extreme sadness and lays the foundation of the Renaissance. Giotto is the artist and is commonly referred as the father of western painting. He creatively used Byzantine techniques to create an emotional biblical story that combines traditional Byzantine elements of painting (Lubbock, 248). For instance, Giotto uses the dimensional layout and iconography in his painting to bring about emotion revelation of the death of Christ. The manner in which he displays his painting invites the viewers to witness the pain the Christ experienced during the lamentation. The paintings are displayed in that one can almost hear the sobs of the women around the body (Lubbock, 249). In the same manner, one can feel the shrieks from the angels above at a close look of the painting of the angles. Giotto’s lamentation depicts a realistic turn of events, turning the paintings into real human beings with real emotions. The painting consists of the body of Christ, some women and men, and angles (Lubbock, 250). They all surrounding the body of Christ and preventing it from touching the ground. At Jesus’ feet is a woman whom we believe is Mary Magdalene from the biblical teaching. We are able to recognize her from her long red hair. The entire painting reveals the burial of the Christ as explained in the scriptures. The painting is about 7.5 feet square and relies entirely on the Bible, including the meditation on the life of Christ as described in the monk of the 13th century (Lubbock, 250). Personal opinion Giotto’s painting was done between the 12th and the 13th centuries when Christianity was widely spreading across the Roman Empire. It was during the reign of Emperor Constantine and Christianity emerged the most powerful institution in Western Europe. With the spread of the Christianity came the foundation of the Renaissance. The Renaissance was kinder like the birth of the ancient Greek and Roman culture. This came during the time economic prosperity in Europe and this gave birth to art which mainly concentrated on the human culture. Giotto mainly opened the way into a new style early painting by creating a world that is symbolic. His understanding of human form is well expressed through his painting skills as an artist. He clearly separates the human forms from the saintly counterparts. Heaven and earth are well demonstrated as well as joined together through the body of Christ. Giotto’s architecture mainly focuses on the birth and the spread of Christianity from one generation to the other. His work has proved to be one of the most influential architecture in Europe. Lamentation depicts the process of the burial of the Christ. In other word, the painting is self explanatory of what is written in the scripture. It enables readers understand the roman cultures, especially the Roman Catholic faith. It serves also as a quicker revelation of the roman culture relation the events that took place during the burial of Christ with the current faith of the Christians. With the painting, Christians can easily and effectively relate with the reality that the followers of Christ faced by then. The paintings are emotional to carry out the message effectively. Durham Cathedral (England) It is one of the monuments founded in 1093 (Gardner, Helen, and. Kleiner, 181). The building still remains centre of worship to date. It was the first cathedral in Europe and is made of stone rib vaulting, with the earliest pointed transverse arches in England. The main entry is through the north door. The door contain a sanctuary knocker made of bronze and is specifically used during medieval times by those seeking sanctuary. The Durham Cathedral’s nave is surrounded by attractive massive curved pillars, 6.6 meters high and round (Gardner, Helen, and. Kleiner, 181). The pillars have stood for more than 900 years. The building contains a long narrow slab of frosterly stone where women remained as they were not allowed to enter the building. The walls are whitewashed while the shrines of Cuthbert are substantially destroyed. The exterior displays are the stained broken glass windows (Gardner, Helen, and. Kleiner, 182). On the west end is the Galilee chapel, very large and beautifully decorated, and was built in 1170 (Ching, Mark, and Vikramaditya, 370). The chapel contains a tomb and monk built in the 8th century. The northern side walls contain painting of the 12th century (Ch’ing, Mark, and Vikramaditya, 370). Additionally, the quire contains finely curved wood stalls along which the daily services take place. The chapels also contain the bishop’s throne where the bishop used to seat. Separated from St. Cuthbert’s shrine is the high altar which is the focal point of the chapel. There is a Castell’s clock situated in the south transept which is believed to have been provided by Thomas Castell in 1494 (Ch’ing, Mark, and Vikramaditya, 370). The entire monument is well maintained in its original form is acts like a museum for tourists. Personal Opinion Durham Cathedral is one of the biggest Cathedrals and was kept to symbolize the origin of the Christian Catholic faith. The building has been kept in its original form apart from few changes which include paintings on the walls but its interior and exterior outlays have been maintained. The chapel is used as the center of worship and mainly acts as a sign of unity among the believers. The chapel takes after the main chapel of all time; the old St. Peter’s situated in Rome. Just like the Old St. Peter’s square in Rome, Durham Cathedral plays a major role in England. Durham Cathedral depicts the origin of the Catholic faith which signifies the cultural beliefs of its followers. It also signifies the traditional roman architecture of all time. The chapel can be used to study human behavior and perceptions towards a particular subjected. For instance, most Christians belief in life after death, and that Christ died on the cross for our sins. This might be different from Islamic religion. Additionally, Christians can use the chapel to trace their root of their faith, as well as trace or find answers about a particular issue. Nonetheless, the chapel can as well be used as a museum, especially for artist who want to learn and explore their skills in the field art. Work Cited Ching, Francis D. K, Mark Jarzombek, and Vikramaditya Prakash. A Global History of Architecture. Hoboken, N.J: Wiley, 2011. Internet resource. (pg, 370) Christiansen, Keith. Duccio and the Origins of Western Painting. New York: Metropolitan Museum of Art, 2008. Print. (Pg 40) Cooper, Dana, and Claire Phelan. Motherhood and War: International Perspectives. , 2014. Print. (Pg150) Darke, Diana. Syria. Chalfont St. Peter: Bradt Travel Guides, 2010. Print. 90 Gardner, Helen, and Fred S. Kleiner. Gardners Art Through the Ages: The Western Perspective. Boston, Mass.: Wadsworth Cengage Learning, 2010. Print. (Pg 255). Gardner, Helen, and Fred S. Kleiner. Gardners Art Through the Ages: A Concise Global History. Australia: Wadsworth/Cengage Learning, 2009. Print. 181-182 Gardner, Helen, and Fred S. Kleiner. Gardners Art Through the Ages: The Western Perspective. Boston, Mass.: Wadsworth Cengage Learning, 2010. Print. (Pg 504) Janson, H W, and Anthony F. Janson. History of Art. Upper Saddle River, N.J: Prentice-Hall, 2004. Print. Lubbock, Jules. Storytelling in Christian Art from Giotto to Donatello. New Haven [u.a.: Yale University Press, 2006. Print. (Pg,248) Scholz-Hansel, Michael, and Greco. El Greco: Domenikos Theotokopoulos, 1541-1614. Hong Kong, China: Taschen, 2006. Print. (Pg, 51)

Five-Finger Discount Essay -- Shoplifting Stealing Security Retail Ess

Five-Finger Discount Every day, prices of products that we need continue to go up and up. Simple things like bread and tea go up for reasons that at first seem unknown. These High prices make it hard for many families to make ends meet. At the root of this problem there are many factors like inflation, over priced mark-up, and quantity of the product. But the one thing that should not lead to higher prices is shoplifting. Shoplifting is a plague that is sweeping this nation. Because shoplifting has become such a problem, stores are forced to raise prices to make up for lost sales. This is not their fault, however, few people put the blame where it belongs. The thieves that plague our economy are to blame and the stores have every right to try to stop these people at all costs. Many stores have gone to great lengths to stop shoplifters. Many install cameras to watch the store. That is what the black bubbles are on the ceiling in some of your favorite stores like Wal- mart and Biggs. They are continuously monitoring you and everything that you do. This is an attempt to watch people as they shop, in hopes that someone will be stupid enough to shoplift in front of a camera. There are many problems with cameras. For one thing there is always a blind spot in the system. A blind spot is an area in the security system that is not constantly being observed. This term usually refers to an area where the security camera can’t see. Big stores like Meijer and Wal-mart don’t ev...

Moments of My Life

Moment Of My Life Life is not made up of minutes, hours, days, weeks, months or years, but of moments. You must experience each one before you can learn how to live it. Well, can't but agree with that. If I was asked to describe the meaning of the word â€Å"life†, I would compare it with making a movie which consists of enormous amount of shots. Each of these reflects a separate and unique moment, which can be happy, touching to the core of your heart, those which make you laugh, shiver or even cry.Absolutely, these moments happen to each of us every day. Some of them we forget as fast as they happen, but others will stay in our heart and mind for the lifetime. I was given an opportunity to describe the very special moment of my life. The moment that changed it, that shook me and turned my world upside down. It was an early morning when my mom was seeing me off at the airport. We were sitting in the cafeteria holding hands and looking at each other without saying a single wor d.I could see tears in her eyes. She looked worried, upset and proud of me at the same time. It's not easy to let your still little daughter go on her first flight to unknown far-far away country and being aware of that you won't see her In the next couple of years. The emotions were overwhelming me. I was terrified and full of courage, worried and excited, already missed my family but couldn't wait to take off. And here I was making a small step out of the plane In New York but a gigantic one Into my new future.Being out of reach for my old world I was dragging through the crowded airport seeking for the familiar face of my only friend in this big apple. Had no back up plan on my mind because I am absolutely convinced that If you are making a change up In your life you should just go for it without any thought of drawing back. My friend was standing in front of me. I was still speechless of everything going on around but so happy to meet the only connection with the new world. It w as late at night.I remember getting off Penn Station and walking couple off blocks to take the other train. It seems pretty funny right now but that time I was wondering if it is ever going to be able to understand the subway map and the endless routes of trains. I can't but say that this thought left my head immediately. After I found myself I the middle of the street surrounded by the impressive skyscrapers being such a contrast to each other, the flow of people still rushing somewhere or Just walking around and so much light that made the streets look like it's a day time.That very second my inner soul and me realized it was my new home. This city with millions of people, great and Inspiring architecture, but tons of garbage In the streets and smell of food trucks is my new world where I want to be, want to find myself and settle down. New York is the city where everyone is equal at the start line. I am sure that this great city can teach you to live your life, to be always In mo tion, to see good and bad more clear, to catch every opportunity that comes your way and to appreciate the certain things when you have them.While talking about me I would say that despite the fact I was terrified at the beginning of what was going to happen to me next I was totally happy and grateful to my life for giving me this chance and experience of all those great feelings and moments. BY pituitary You must experience each one before you can learn how to live it. Well, I can't but agree with that. If I was asked to describe the meaning of the word â€Å"life†, I would country and being aware of that you won't see her in the next couple of years. The excited, already missed my family but couldn't wait to take off.And here I was making a small step out of the plane in New York but a gigantic one into my new future. Seeking for the familiar face of my only friend in this big apple. I had no back up plan on my mind because I am absolutely convinced that if you are making a change up in your life you should Just go for it without any thought of drawing back. My friend was inspiring architecture, but tons of garbage in the streets and smell of food trucks is teach you to live your life, to be always in motion, to see good and bad more clear, to

Lanzones Peelings as Mosquito Coil Essay

1. SUMMARY Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Education for Sustainable Development requires far-reaching changes in the way education is often practiced today. UNESCO is the lead agency for the UN Decade of Education for Sustainable Development (2005-2014) Sustainable development is a difficult concept to define; it is also continually evolving, which makes it doubly difficult to define. One of the original descriptions of sustainable development is credited to the Brundtland Commission: â€Å"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, p 43). Sustainable development is generally thought to have three components: environment, society, and economy. The well-being of these three areas is intertwined, not separate. For example, a healthy, prosperous society relies on a healthy environment to provide food and resources, safe drinking water, and clean air for its citizens. The sustainability paradigm rejects the contention that casualties in the environmental and social realms are inevitable and acceptable consequences of economic development. Thus, the authors consider sustainability to be a paradigm for thinking about a future in which environmental, societal, and economic considerations are balanced in the pursuit of development and improved quality of life A widely accepted definition is â€Å"development which meets the needs of the present without compromising the ability of future generations to meet their own needs†. Currently we are not even meeting the needs of the present let alone considering the needs of future generations. The United Nations have declared 2005 – 2014 as the decade for Sustainable development, in an effort to reverse Sustainability is now recognize to be a key area of development for the education sector. In particular, the policy and practice context points to the need to consider how best to embed it into higher education learning and teaching strategies and curricula. The Higher Education Academy is currently undertaking a program of development activity and capacity building so as to better assist institutions and subject communities in their development of curricula and pedagogy to equip students with the skills and knowledge to live and work sustainably. This recognize the importance of increasing ‘sustainability literacy’ among students and the growing demand for sustainability skills among employers. Current work includes a baseline research study to identify existing good practice in the sector. The impacts of global warming and climate change is said to be â€Å"the greatest injustice of our time†. The world’s poorest people have contributed least to its cause but they are the ones who suffer most from its devastating effects. Poor and developing countries are the most that are at risk due to long term flawed natural resource management practices and policies, increased population density and settlements in fragile eco-systems, increased demand on environment and natural resources, poor governance and prevalence of corruption. The acceleration of changing weather patterns due to global climate change aggravate further the underlying risk that many poor and developing countries are facing. Poverty incidence is higher in areas where natural disasters occur. The poor are mostly located in the rural areas and are dependent on agriculture, fishery and livestock that are inherently climate sensitive. Farmers and indigenous peoples in upland communities live in landslide prone areas and the poor in the urban areas live in hazardous areas like along riverbanks. â€Å"Poor households and poor nations throughout much of the world face two disadvantages: the inability to generate income and the vulnerability to physical social and economic downturns. Drought, flood, conflict, inflation, disease and recession hit these groups and countries hardest. Furthermore, repeated exposure to these downturns reinforces the conditions of poverty.† Whatever progress we make from our poverty reduction and community development initiatives; these are shattered the day after a disaster. These clearly states that disasters do not only worsen poverty in poor and developing countries but by the same token undermine past, current and future efforts to tackle poverty. DRR, Literacy and Education Over the past years, we saw the transformation of many disaster responses from emergency and relief response during or immediately after a disaster, towards a Mn ore comprehensive Disaster Risk Reduction (DRR) approach. Likewise, Community-based Disaster Risk Reduction Programs using participatory approaches are being conducted in many countries by government and non-government organizations. Since the adoption by 186 UN member states of the Hyogo Framework for Action, promotion of DRR in education had been taken, specifically in the formal education sector. Policy guidelines, tools and methodologies had been developed to guide policy makers, implementers and practitioners in integrating DRR in education. This includes not only integrating and mainstreaming disaster risk reduction in education but as well as developing guidelines in school building construction. The Philippines is one country where this initiative was pilot tested. Several materials related to this had been developed by the Asian Disaster Preparedness Center (ADPC) and other agencies and organizations. A wealth of DRR education materials had also been developed – the Asia-Pacific Cultural Center for UNESCO (ACCU) Planet 4 module on disaster preparedness is one very good example. Literacy and education is crucial to Disaster Risk Reduction. Reducing risks and enhancing people’s resilient capacities to deal with disasters requires them to understand how they could best protect themselves. Literacy and education is a necessity in raising awareness on the nature and presence of natural hazards as well as the vulnerabilities and threats faced by the community. It plays a central role in building life skills that could make a difference in life threatening situations during disasters. DRR and ESD Since the United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro in 1992, disaster reduction has been recognized as an integral component of sustainable development (Chapter 3 of Agenda 21) and the cross-sectoral nature of disaster risk reduction was again emphasized in 2002 during the World Summit on Sustainable Development. The linkage between disaster risk reduction education and sustainable development had been visible on other international agendas. Disaster Risk Reduction encompasses economic, political, cultural, social and environmental dimensions and that formal and non-formal education initiative under this theme is consistent with the frameworks of ESD in three important ways: 1. Education for disaster risk reduction is interdisciplinary. Therefore, important consideration is given to the impacts on, and relationship between, society, the environment, economy and culture. 2. Education for disaster risk reduction promotes critical thinking and problem solving and other social and emotional life skills that are essential to the empowerment of stakeholder groups threatened or affected by disasters. 3. Education for disaster risk reduction supports the Millennium Development Goals. Without considering Disaster Risk Reduction in development planning, all efforts including, decades of development initiatives could be destroyed in seconds. ESD in a Climate Changed World The nature of disasters in our climate changed world placed us to come into terms with our past and current behaviors, lifestyle practices and our views of society, the economy, the world, the environment and humanity in general. It bared the flaws of our past and current development models and paradigms that gave birth to our current environmental and climate predicament. It exposed who are vulnerable and who are accountable and revealed the cause and effect relationship between disaster and development – from a global to local perspective. The risk posed by the threats of climate change to humanity is a strong urgent call for us to rethink the dominant views that influence the social, political, cultural, economic, and environmental dimensions of our lives. No problem can be solved by the same consciousness that created it. We must learn to see the world anew. Our current challenges in the face climate changed induced disasters opens up an avenue to question the current domi nant form of development and education that brought us these problems. It gave us the reality of our current context to reflect on our current education frameworks and a platform to create the kind of education that will save us. Despite many International Agreements and Declarations on the Right to Education, millions of children and youth are still out of school and millions of adults are still unable to read and write. Without education, these children, youth and adults face a very bleak future and are denied of their ability to develop their full potential – a massive loss of human potential that could aid in eradicating poverty and in achieving sustainable development. Understanding the Right to Education As well as being a right in itself, the right to education is also an enabling right. Education ‘creates the â€Å"voice† through which rights can be claimed and protected’, and without education people lack the capacity to ‘to achieve valuable functionings as part of the living’. If people have access to education they can develop the skills, capacity and confidence to secure other rights. Education gives people the ability to access information detailing the range of rights that they hold, and government’s obligations. It supports people to develop the communication skills to demand these rights, the confidence to speak in a variety of forums, and the ability to negotiate with a wide range of government officials and power holders. Our Constitutions Bill of Rights provides that â€Å"No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws.† Lack of education incapacitates an individual to assert and protect his own rights. The Right of Suffrage provides that no literacy requirements shall be imposed on the exercise of the right to vote. However, lack of education compromises a voter’s position to exercise his right to vote wisely for his and his country’s benefit. Education is a powerful tool that can provide people, especially the poor and vulnerable groups with the necessary knowledge, awareness, skills and competencies to transform their conditions. It is a primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities. It has a vital role in empowering women, safeguarding children from exploitative and hazardous labor and sexual exploitation, promoting human rights and democracy, protecting the environment, and controlling population growth. It is a tool for empowerment – a powerful means to beat poverty. Unfortunately, these ideas however explicit remain poorly understood and internalized by our â€Å"educated† policy and decision makers in government. Twisted priorities and distorted values even outright corruption have crept in such that construction of buildings, purchase of school facilities, task forces and even feeding programs have become the milking cow of those in certain higher echelons of government. Learning interventions, alternative education programs and other support services to address shortcomings of the educational system will remain as that – stop-gap, isolated and spotty no matter how heroic, noble and outstanding the efforts of certain public servants and civil society sectors are – because a makeshift solution can be sustainable only to a certain extent and can never take the place of a mandate and a policy on education bolstered by a Constitutional guarantee which is s till to be fully implemented. Neither the call for Charter Change nor the lip service of those in the business of education can bring about substantial change in the education system. Enlightened sectors in public and civil society need support and encouragement to enable them to show the way and serve as models for the process of education. Various issues affecting local populace can be opportunities for people’s organizations, community and area groups to galvanize and demand for their education needs and other rights. There has to be a consistent lobby for the state to deliver on its obligation on the right to education. For so long as structural and material projects are given precedence in public investments by government to the detriment of education and other social development projects, the quality of education and, consequently, even our overall economy will remain poor and stunted. 2. REACTION It is not unusual to encounter a study expounding that there is something terribly wrong with the country. But we don’t know exactly what it is that we’re doing wrong. Thus the appeal of events like this launch. I must admit that in reading the Report, I can’t help but feel alarmed. It is particularly stressing to read that the state of education continues to deteriorate. One of the most striking observations in the Report is made in its companion paper. It points out that the issues we confronted in the colonial times persist today. This strikes me deeply. Education has always been one of my core advocacies. So I found it personally illuminating that the Report used the education sector as the model for analysis. The significance of education is highlighted best during times of crisis. A well-educated citizenry is our best bet in taking advantage of the eventual rebound of world economies. When the upswing starts, our people must be there to compete. And the key here, as the Report points out, is to break the stasis in education. What drew my attention in the report was the presence of success stories. It is wonderful that out of all the issues, we do have successful endeavors to share. The Third Elementary Education Project (TEEP) and Basic Education Assistance for Mindanao (BEAM) are welcome developments. But beyond this, we should take note of the Report’s more insightful points. For one, it is enlightening to read that contrary to traditional thinking, funding, may not be the biggest obstacle to educational reforms. This is a good point. Greater changes can happen if we address organizational culture, and improve professional managerial expertise. By saying this, the Report gives us the chance to effect reforms that are not heavily dependent on funding. Yes, the report is quite distressing. But I can’t help but agree with its main points. If we are to do some good, we must change institutions. Piecemeal reforms produce piecemeal results. The same philosophy pushed me to spearhead the creation of COMSTE, which works through a Technical Advisory Council of which Doctor Balisacan is a prominent member. Its job is to undertake a national review and assessment of the science, technology and engineering research and development system of the country. The intention is to make reforms that will boost competitiveness in key areas: science, math and engineering education, health services, energy and environment, food and agriculture, IT and IT-enabled services, and semiconductors and electronics. COMSTE operates on certain key assumptions. There have been technological, socio-political and economic trends that have changed the nature and practice in the targeted sectors. However, the laws and rules governing the regulation and practice of professions have not kept up. Indeed, these laws have not been updated for decades. In addition, our laws and structures governing the development of educational curricula and the hiring of experts have become too rigid. In a way that mirrors the theme of the Report, our curricula ended up being so tied down with â€Å"formal rules†, they suffocated. This gave rise to a â€Å"culture† of instruction that is unbending and incapable of adapting to rapid development. 3. RELATED TO THE LESSON From the time sustainable development was first endorsed at the UN General Assembly in 1987, the parallel concept of education to support sustainable development has also been explored. From 1987 to 1992, the concept of sustainable development matured as committees discussed, negotiated, and wrote the 40 chapters of Agenda 21. Initial thoughts concerning ESD were captured in Chapter 36 of Agenda 21, â€Å"Promoting Education, Public Awareness, and Training.† Unlike most education movements, ESD was initiated by people outside of the education community. In fact, one major push for ESD came from international political and economic forums (e.g., United Nations, Organization for Economic Co-operation and Development, Organization of American States). As the concept of sustainable development was discussed and formulated, it became apparent that education is key to sustainability. In many countries, ESD is still being shaped by those outside the education community. The concepts and content of ESD in these cases are developed by ministries, such as those of environment and health, and then given to educators to deliver. Conceptual development independent of educator input is a problem recognized by international bodies as well as educators.