Preparing Students for the Testing Season

Preparing Students for the Testing Season Spring  is traditionally the  season  of beginnings, and for middle and high school students, spring is often the beginning of the testing season. There are district tests, state tests, and national tests for students in grades 7-12 that begin in March and continue through the end of the school year. Many of these tests are mandated by legislation.   In a typical public school, a student will take  at least one  standardized test  annually. Those high school students who enroll in college credit courses  may take even more tests. Each of these standardized tests is designed to take a minimum of 3.5 hours to complete. Adding up this time over the course of  the six years between grades 7-12, the average student participates in standardized testing for 21 hours or  the  equivalent of  three full  school days. Educators can first provide the information that helps students better understand the purpose of a specific test. Is the test going to measure their individual growth or is the test going to measure their performance against others?   Two Kinds of Standardized Testing for Grades 7-12 The  standardized tests  that are used in grades 7-12 are either  designed as norm-referenced or as criterion-referenced tests. Each test is designed for a different measure. A norm-referenced test is designed to compare and rank students (similar in age or grade) in relation to one another: Norm-referenced tests report whether test takers performed better or worse than a hypothetical average student Norm-referenced tests usually are simple to administer and easy to score because they are usually designed as multiple-choice tests.    The criterion-referenced  tests are designed to measure student performance against an expectation: Criterion-referenced  tests and  assessments  are designed to measure student performance against a fixed set of predetermined criteria or  learning standards Learning standards are descriptions by grade level of what students are expected to know and be able to do.  The criterion-referenced tests used to measure learning progress can also measure gaps in student learning.   Preparing Students for the Structure of Any Test Teachers can help prepare students for both  kinds standardized tests, both norm-referenced  tests and criterion-referenced  tests. Educators can explain to students the purpose of both criterion referenced and  the norm-referenced test so students will have a better understanding when they read the results. Most importantly, they can expose students to the pace of the exam, to the format of the exam and to the language of the exam. There are practice passages  in texts and online from different tests that will allow students to become more familiar with  the format of the test. To prepare students for the pace of the exam, teachers can offer some practice testing under conditions that mimic the actual test. There are released tests or materials that mimic the test that students should be encouraged to take independently. A timed practice text is particularly helpful is giving students the experience so they will know how fast they have to move to answer all the questions. Multiple practice sessions for timed essay writing should be offered if there is an essay section, for example, like the AP exams. Teachers have to coach students to determine a pace that works for them and recognize given how much â€Å"average† time they will need to read and answer an  open-ended question. Students might practice how to survey the whole test at the beginning and then look at the number of questions, point value, and difficulty of each section. This practice will help them to budget their time. Exposure to the format of the exam will also help student distinguish the amount of time that might be needed in reading multiple choice  questions. For example, one standardized test section requires students answer   75 questions in 45 minutes. That means students have an average of 36 seconds per question. Practice can help students adjust to this speed. In addition, understanding the format can help students negotiate the layout of a test, especially if the standardized test has moved to an online platform. Online testing means a student must be proficient in keyboarding, and also know which keyboarding feature is available for use. For example, the computer-adaptive tests, like the SBAC, may not allow students to return to a section with an unanswered question.   Multiple Choice Preparation Educators can also help students practice with how tests are administered. While some of these remain pen and paper tests, other tests have moved to online testing platforms. A part of test preparation, educators may offer students  the following multiple choice question strategies: If any part of the answer is not true, then the answer is incorrect.  When there are identical responses, then neither is correct.Consider no change or none of the above as a valid answer choice.Students should eliminate and cross off those distracting answers that are absurd  or obviously incorrect.Recognize transition words that  describe relationships between ideas in choosing a response.  The stem or start of the question should agree grammatically   (same tense) with the correct answer, so students should quietly read the question aloud to test each possible response.Correct answers may offer relative qualifiers such as sometimes or often, while incorrect answers are generally  written in absolute language and do not allow for exceptions. Before taking any tests, students should know if the test gives a penalty  for incorrect responses; if there is no penalty, students should be advised to guess if they dont know the answer.    If there is a difference in the point value of a question, students should plan on how they will  spend time on the more weighted sections of the test. They should also know how to split their time between multiple choice and essay answers if that is not already separated by section in the test. Essay or Open-Ended Response Preparation Another part of test preparation is  teaching students to prepare for essays or open-ended responses. Students to write directly on paper tests, take notes or use the highlighting feature on computer tests in order to identify sections that can be used for evidence in essay responses: Follow the directions by looking carefully at keywords: Answer A  or  B vs.  A  and  B.Use facts in different ways: to compare/ contrast, in  sequence or to provide a description.Organize facts  based on headings in informational texts.Use transitions with enough context in a sentence or paragraph to make the relationships between facts clear.Suggest that  students answer easiest questions first.Suggest students write on only one side of the page.Encourage students to leave a large space at the beginning of a response, or to leave a page  in between,  in the event a student ends up with a different thesis or position or would like to add or to change details later if time permits.   When time is limited, students should draft an outline by listing key points and the order they plan to answer them.   While this would not count as a complete essay, some credit for evidence and organization may be credited.   Which Tests Are Which? Tests are often better known by their acronyms than why they are used or what they are testing. To get balanced data  from their assessments, some states may have students take  norm-referenced tests as well as  criterion-referenced tests in different grade levels. The most familiar  norm-referenced tests  are those designed to rank students  on a  bell curve The  NAEP  (The National Assessment of Educational Progress)  reports  statistical information about student performance and factors related to educational performance for the nation and for specific demographic groups in the population (e.g., race/ethnicity, gender);The SAT  (Scholastic Aptitude Test and/or  Scholastic Assessment Test);  Scores on the SAT range from 400 to 1600, combining test results from two 800-point sections: mathematics, and critical reading and writing.  The following states  have opted to use the SAT as a high school  exit exam:  Colorado,  Connecticut, Delaware, District of Columbia*, Idaho* (or ACT), Illinois, Maine*, Michigan, New Hampshire, New York, Rhode Island*. (*optional)  PSAT/NMSQT  a precursor to the SAT.  The test is composed of four sections: two Math Sections, Critical Reading, and Writing Skills used to determine eligibility and qualification for the  National Merit Scholarship Program.  Students in grades 8-1 0 are the target audience for the PSAT.  The  ACT  (American College Test) is four  content area tests  scored individually on a scale of 1–36, with the composite score as the whole number average. The ACT does have elements of  a criterion-referenced in that it also compares how a student performs compared to ACT College Readiness Standards which are regularly reviewed.  The following states  have opted to use the  ACT  as a high school  exit exam:   Colorado,  Kentucky,  Louisiana,  Mississippi,  Tennessee,  Utah. ACT Aspire  tests map learner progress from elementary grades through high school on a vertical scale which is anchored to the scoring system of the ACT. Challenges to the tradition of norm-referenced testing came with  the expansion of  criterion-referenced tests in 2009 when tests were designed to measure  the impact of the  Common Core State Standards (CCSS).These  criterion-referenced  tests determine how college and career ready a student is in English Language Arts and in mathematics.   While initially embraced by 48 states, the two testing consortiums have the remaining states committed to using their platforms: The  Partnership for Assessment of Readiness for College and Careers  (PARCC) in the following states  Colorado,  District of Columbia,  Illinois,  Louisiana,  Maryland,  Massachusetts,  New Jersey, New Mexico,  Rhode IslandThe  Smarter Balanced Assessment Consortium  (SBAC)  The states that use this  SBAC computer adaptive testing include:  California,  Connecticut,  Delaware,  Hawaii,  Idaho,  Iowa,  Michigan,  Montana,  Nevada, New Hampshire,  North Carolina,  North Dakota,  Oregon,  South Dakota,  U.S. Virgin Islands,  Vermont,  Washington,  West Virginia The College Board  Advanced Placement (AP)  exams  are also criterion referenced. These exams are created by the College Board as  college-level exams in specific content areas.  A high score (5) on the exam may award college credit. At the conclusion of the spring testing season, the results of all these tests are then analyzed by different stakeholders in order determine student progress, possible curriculum revision, and in some states, teacher evaluation. The analysis of these tests can guide the development of a schools educational plan for the following school year. Spring may be the season for testing in the nations middle and high schools, but preparation for an analysis of these tests are a school year long enterprise.

Introductions for ESL - Advanced Level Classes

Introductions for ESL - Advanced Level Classes The beginning of a new class is a good time for a global review of the tenses and forms that you will be studying during the coming course. The idea of this exercise is not to intimidate the students, nor to have them learn everything in one go. Most students will have already studied most of these forms and the following year serves to improve and build upon the set of English skills that they have already acquired. The following conversation exercises serve the double purpose of introducing students to each other and getting them to converse from the get-go, as well as reviewing the number of more advanced structures that they will be working on during your course. This spoken exercise can also work well as a means of review. For lower-intermediate or false beginners. Aim: Introduce students to each other while introducing/reviewing a wide range of tenses Activity: Interviewing activity in pair work Level: Advanced Outline Ask students to break up into groups of three or four and write down the names of all the tenses they can remember including an example for each tense. You may want to help them as this exercise is just a way of introducing structures that they will be working on during your course.Talk quickly about the structures that are mentioned. You may also want to write the names of the tenses on the board so that students can refresh their memories.Ask students to get up and find a partner.Have the students take short one or two-word notes on the questions from the first worksheet. Students dont need to write full answer notes but should focus on replying in full sentences to the questions asked by their partners.Once students have completed the task, ask them to quietly read through the notes they have taken about their partner.Have students get up again and find another partner. Distribute the second worksheet and have them answer questions about their partners. Once again, students dont n eed to write full answer notes but should focus on replying in full sentences to the questions asked by their partners. Make sure to point out that this exercise is intended to remind them of what sort of elements go into using English (i.e. tenses in this case) and that you will be taking your time going through all the points so quickly covered in this lesson.After you have finished the exercise, have a class discussion about the differences between the first person I and a third person he, she (i.e. s on the third person singular, etc.) Getting to Know Your Classmates Questions For Your Partner What were you doing this time last year?What will you be doing this time next year?What do you hope you will have improved by the time you finish this course?What do you think will happen during this course?What do you do?How long have you been working/studying at your present job/course?Remember the last time you were interrupted at work/study. What had you been doing before you were interrupted?What would you change about your job/school if you were in charge?When did you choose your job/school? Is there any one thing that had happened to make you choose your line of work/field of study?What would you have done if you hadnt chosen your current profession/field of study?What are you currently working on/studying?How long have you been doing your favorite hobby?What did you use to do that you now miss?What must have been the reason for your stopping what you used to do? Questions About Your Partners Partner What was he/she doing this time last year?What will he/she be doing this time next year?What does he/she hope he/she will have improved by the time he/she finishes this course?What does he/she think will happen during this course?What does he/she do?How long has he/she been working/studying at his/her present job/course?Remember the last time he/she was interrupted at work/study. What had he/she been doing before he/she was interrupted?What would he/she change about his/her job/school if he/she were in charge?When did he/she choose his/her job/school? Is there any one thing that had happened to make he/she choose his/her line of work/field of study?What would he/she have done if he/she hadnt chosen his/her current profession/field of study?What is he/she currently working on/studying?How long has he/she been doing his/her favorite hobby?What did he/she use to do that he/she now misses?What must have been the reason for his/her stopping what he/she used to do?

Research Methods Essay Example | Topics and Well Written Essays - 1000 words - 7

Research Methods - Essay Example n was asked why his party chose to increase the tuition fees, he replied that it would mainly do two things; firstly, it would ensure that UK’s English universities are well funded and; secondly it would mean that the UK government would not go on raising tuition for higher education students so fast (Vasagar2012). The increasing of tuition fees in the UK has led to a lot of controversy, which has caused many individuals lash out at the Conservative regime and a majority of perspective students traumatized at the thought of having to pay off  £27,000 worth of education fees, prior to adding up the fee of their maintenance loans, as well (Bachana 2013). In the wake of all this, university students in the UK are turning to employment to be able to pay this high school fees rate, as well as settle the loans they use while in school. This essay conducted surveys, observation, journals and books, with regards to how the new English fee system has affected student employment. The main survey method that was used was conducting interviews through questionnaires. In this regard, 250 were distributed to undergraduate students in order to come up with the findings. In addition, using this type of sources will help to conduct an understandable research strategy and accurate timetable of activities. A research question should be clear, concise, centered, complex and arguable. It should be a question that everybody in the team was genuinely interested in (Munn, 2004). These aspects were particularly important because they helped us center on our research by providing a way through the research, as well as writing process. My group’s specificity of a well-developed research topic helped us avoid the â€Å"all-about† types of papers and endeavor towards supporting a particularly arguable thesis, â€Å"the new  £9000 per year English fee tuition has affected student term time employment habits.† Due to the recent debate in UK universities with regards to raising the annual

Business Plan for Loan Approval Assignment Example | Topics and Well Written Essays - 3500 words

Business Plan for Loan Approval - Assignment Example Falcon is likely to achieve 150 % of what its competitors are doing because of favourable location and other completive advantages. An initial market research finds that the firm would be able to achieve the 200% sales in the next 2 years from the date of commencement of business. At present there are three firms doing similar kind of business in the locality. But, all of them import from some other countries and pay high price for the goods imported. So the first and foremost key element of proposed firm's success is that MP3 players can be marketed at high margin where competitor have no market and at low price where they have market. Both strategies will result in high sales and income. Another key area to be focused upon to bring more sales is the introduction of innovative strategies. When the retailers are given special selling offers and discounts and long credit period to trustworthy customers, more sales can be brought in more turnovers and high profit. Similarly, human resources-the sales people- must be inspired and encouraged to market the product and make the product popular among the retailers. Last, but not least, management of finance must be given equal importance as any other resources. To start with the business takes partnership form of business with two partners of equal share. Accordingly, a partnership deed is created and the firm is registered as per the Partnership Act. It must be given in the partnership deed that both partners should take part in the business and have equal share in the profit earned and loss incurred by the firm. Once the firm achieves major share in the market, the firm is indented to be converted into a privately owned company with few more shares to be distributed among the relatives of the partners. After a few years of successful operation, the company will expand its operations to other markets with diversified products of similar nature. Then, the company will convert itself into a public owned company with limited liability to enjoy all the benefits of a Public Limited Company. 2.2 Start-up Plan The start-up plan begins with athree month start-up period (September to December, 2008). During this period the firm will give emphasis primarily on setting up an office premises and developing an efficient and effective marketing plan and resources including sales personnel. The start-up expenses include expenses associated with opening an office, legal expenses, initial marketing expenses and those associated with hiring people.A part of the initial expenses can be met with the legacy amount inherited from one of the partners' uncle. The rest of the expenses is intended to be met out of the loan sanctioned by a bank. The expansion expenses in future are financed from sales revenue. Initially, the firm is leasing a property in our local high street for which an amount of 200,000 pounds has to be given to purchase the leasehold of the property for ten years in addition to a monthly rent of 15,000 pounds. The following office equipments are necessary at

Greek conception of woman, citizen and family Essay Example for Free

Greek conception of woman, citizen and family Essay The Greek tragedy ‘Medea’ by Euripides examines the Greek conception of woman, the foreign, family and citizenship. He emphasize on the subjugation and the oppressive condition of women in general in Greece. Thus he reveals the existence of ancient cultures (other than Greece) that were more generous in their treatment of women. Medea is also in some respect, different from general Greek women. She is clever and resourceful and also has the courage in her endeavor to take revenge on Jason for his wrong deeds. Also, through the character of Medea, Euripides exposes the bankruptcy of popular Greek ideas of heroism. My granting a woman the qualities that were considered heroic, he questions the sacred ideas of heroism. The element of the foreign in the play comprises of the foreign, the exotic, the unknown and the feared. He also showed that the foreign is not external to Greek and there is much for the Greeks to know about themselves. Medea represents the foreign, the attractive and the priceless possession of Jason. The foreign also represented the adventure undertaken by the Greek heroes. The foreign also symbolized danger and which could lead to chaos. Medea, a foreigner and an outsider to the normal order is free to behave without restrain or morality. Thus she manages to commit the dreadful crime of murdering her own children. Through the elements of the foreign, uncivilized and barbaric, Euripides questions the concepts and definitions of civilizations, primitiveness, ethics and morality. Whereas Jason seeks power, Medea, the foreigner longs for love and caring. Greek valued family and the exile from his was horrible to the ancient Greek. A person’s city-state was his home and protector and to wonder without friend and shelter was thought as a fate as horrible as death. Medea exiles herself because of her love and passion for her husband. Her position in Corinth is double grave as she is both married to be exiled from family and also as she herself has broke connections with her family to be with Jason. Also, she is a foreigner who will remain a barbarian in the eyes of the Greeks. However, Madea forces Jason into exile by wiping off his entire family. Greek law forbade Greek men to marry any other than Greek women. Also the children of Greek man and foreign woman were not considered as official citizens of Greece. Similarly, the children of Jason and Medea were not official citizens of Corinth, but Creusa and Jason’s offspring would fully enjoy the benefits of Corinthian citizenship. So Jason is justified in his argument that to gain power and position and to protect and their position, he married into the royal family. Thus these elements of the foreign, plight of Greek woman, citizenship and family combine to propel the action of the tragic play ‘Medea’. In the Greek tragedy ‘Medea, Euripides elaborates on the status of woman in Greek society. The Greek women in general had few rights. According to the men, the purpose of women in Greek society was to engage themselves in household duties like cooking and cleaning and giving birth and taking care of children. They did not have the right to vote or own property. They could not go outside without an escort. They had to be represented by men in all legal proceedings. Greek women only under exceptional conditions could obtain a divorce, but any Athenian man could get rid of his wife by simply publicly renouncing his marriage. Marriages were arranged by the parents without any participation of the daughter; thus Medea’s flight with Jason was scandalous. If the family was wealthy, the daughter came with a substantial dowry. After marriage, the woman served her husband the entire life by caring for the children and slaves, the legal property of her husband. They were not given any education and lived in separate quarters, away from their husbands. The ideal woman â€Å"spoken little as possible among men, whether for good or for ill†. Greek women never experienced independence during their lives and in some respect they were just like slaves. Medea accurately describes the conditions of married life for women when she says how a woman has to adjust to the new rules and customs of the new home and work hard to understand her husband and consequently live in peace. However if the marriage does not work, then death is the only solution for the woman. When Jason decides to terminate his marriage with Medea and marry the princess of Corinth, Jason cast aside Medea as if they were never married. This type of action was accepted by Greek standards, which reveals the subordinate status of woman who did not have any say in these matters. Even though some actions of Medea are not similar to that of average Greek women, she posses certain attitudes and emotions which are common among women. Medea in her first speech to the Chorus (when she comes out of her house) expresses the plight of women in society: â€Å"For a divorce loses women all respect, yet we cant refuse to take a husband†, (Euripides, lines 271-272). She further adds that when a man gets tired of the company at home, he can seek relief outside the home, but a woman have to always look at one man. It is likely that this attitude was shared by most Greek women as evident from the reaction of the Chorus Leader who sympathize with her: â€Å"Im not surprised you grieve at these events†, (Euripides, Line 310). The nurse reveals the fact that Medea out of her love and deep passion for Jason has retrieved the Golden Fleece for him and defied her household. In return, she is deserted by Jason who betrayed her by breaking the vows of marriage and now â€Å"She calls out to the gods to witness/ how Jason is repaying her favours†, (Euripides, lines 30-31). However, her situation worsens further when Creon informs her that he is forcing her into exile. The Chorus identifies with the pitiable condition of Medea. It recognizes the heroic traits of Medea and admires her as an avenger for all women. Chorus soothes Medea’ sorrow by saying that God will be with her in her endeavor. Thus the chorus believes her cause is good and worthy of Gods support. Medea as a victim of ill fate is supported by the Chorus. Even though the Chorus makes this statement before finding out Medea’ brutal scheme, it should be noted that the Chorus reaffirms its support for Medea after she reveals her plan. After the monologue of Medea, where she reveal her plan and think of ways to implement it, the chorus delivers an ode on the oppression of women: â€Å"The waters in the sacred rivers/are flowing in reverse. /And all well-ordered things/are once more turning on themselves. / Mens plans are now deceitful,/their firm trust in the gods is gone†¦. /Honours coming to the female sex. /slander will no longer injure women, (Euripides, Lines 487-496). Through this ode, the chorus condemns the oppression of women and encourages Medea to carry out her plan. It views her plan as a rare opportunity for women to avenge all the wrongs done by men on them and to turn the hierarchy around, putting the men at the mercy of women. In the play it is evident that the Chorus support Medea in her endeavor to avength the betrayal of Jason till the section where she thinks of ways and machinery to make her plot successful. But the Chorus withdraws their support the point where Medea reveals her plan to murder her own sons. After the verbal fight between Jason and Medea, the Chorus asks for moderation: â€Å"I pray that moderation,/the gods most beautiful gift,/will always guide me†, (Euripides, Lines 756-758). After they come to know Medea’s plan to kill her children, they try their best make her understand her folly in her taking such an action and they urge her not to commit such a crime : â€Å"I want to help you,/holding to the standards of human law†, (Euripides, Lines 963-964). Euripides by examining the treatment of women in the play ‘Medea’, points at the injustices of his society. He recognized the fact that the subordinate position of women to their male counterpart is impossible to extricate from the core of social order in Greece. The typical explanation offered by the admirers of Greece is that all ancient societies were sexist and dependent on slave labor. This generality is untrue as there were many societies who were more generous in their treatment of women than the Greeks and many societies functioned in the ancient times, without slave labor. Euripides who was aware of these hypocrisies, often pointed out how Greek society attempt to excuse the injustices perpetrated by them. Jason tells Medea that no Greek women would have done as she has done. In this respect, the Chorus should be considered who stood by mutely and allowed the slaughter to take place. However, Medea shows some heroic qualities that were not common among Greek women. Medea is clever, resourceful and has the courage to stand against Jason and take revenge for his betrayal. She does not stay long inside her home as a subjugating housewife lamenting and shedding tears for wrongs incurred on her. She comes out her hearth and faces the Chorus and Creon. She acts like a man and plots and execute her plan. Euripides goes farther, through the character of Medea, he exposes the bankruptcy of popular Greek ideas of heroism. Medea has many traits that would be admirable, if only she were a man. She is ruthless, brilliant, cunning, and powerful. But she is in a weak position: she is not a ruler or a warrior of any battlefield. Euripides gives the qualities that are considered heroic, in a woman and thus reduces the scale. He makes the playing field one of marriage and spurned love. The fine Homeric speeches of warriors on the verge of combat are reduced to the bickering of an enraged wife and a petty husband. Euripides in this play, questions our sacred ideas about heroism. Consider, for example, the character of Agamemnon as portrayed by Aeschylus in the Oresteia. Agamemnon also kills his own child; and although he is not admired for this act, after his death Aeschylus grants him his due of a great man and hero. The reaction of the audience to Medeas infanticide is that of horror. Euripides gives unlimited self-absorption and ruthlessness to a woman and thus exposes the true worth of these traits. The audience becomes aware of the double standards that we use for heroes and heroines. In Greek mythology Medea was princess of colchis and the granddaughter of Helios the sun God. She had affinities with magic and was the priestess of Hecate. Medea helped Jason to steal the Golden Fleece from her father and even dismember her brother to delay the pursuers of her lover. Also, she turned the daughter of Pelias into murderers to win back his rightful place in Iolcus, In return, Jason betrayed her trust and re-married into the royal family. The fact that Medea is a foreigner is emphasized from the beginning. The Nurse, in the opening lines, tells the audience that Medea hails from a distant and exotic land. Certain points should be remembered while reflecting on this aspect of the play. The foreigner or the Others is a complex and multifaceted concept: it comprises of the foreign, the exotic, the unknown and the feared. The foreign is also essential for self-definition of the Greeks. The Greeks ascribe certain traits to barbarians in opposition to certain traits about themselves. Barbarians are savage but Greeks are not. Barbarians are superstitious while Greeks are rational. But Euripides through the play undermines these easy binaries. He shows that (the foreigner) is not something external to Greek. Also, there is much for the Greeks to understand about themselves Moreover, the (the foreign, the exotic, the terrifying) is an essential for adventure. Jasons quest, and also the quests of other Greek heroes, would not be possible without their visit to strange and fearsome lands. Medea’s foreignness may be the reason behind Jason’s attraction for her. Although we cannot be sure if Jason was really attracted to her or used her for his own ends or both. May be Jason was drawn to her by her uniqueness. The play stresses on the fact that Medea is different from Greek women. Jasons marriage to Medea can be seen as an attempt on his part to bring the adventure home. Medea describes herself as something he won in a foreign land. The marriage can also be seen as Jasons attempt to subordinate the foreign to the Greek, woman to man. In Medea, the foreign lead to chaos. Medea as a foreigner is also terribly free. As she is an outsider to normal order, she behaves without restraint or morality. Her genius is thus used for personal revenge. She sends gifts of a finely woven robe and a tiara of twisted gold smeared with deadly poison and succeeds in killing both Creon and his daughter. Next she murders her two sons to teach Jason a lesson that the oppressed can also take actions against the oppressors. Medea as a foreigner comes from a tribal nativity, where sophistication is not the normal thing. She does not know how to â€Å"well behave† and speak â€Å"with a soft tongue†. Her culture and race is primitive and for this she is often blames by Jason. However, while Jason seeks power, Medea longs for love and caring. She leaves behind her culture, native land, parent, and the family as a sacrifice to marry Jason. So the ‘uncivilized ’Medea cannot accept nor understand Jason’s argument in favor of his second marriage and Jason posses all the skills required to argue in his favor. This raises several questions regarding the concepts and definitions of civilizations, primitiveness, ethics and morality Another factor is the Greek conception of family and the separation or exile from them. Modern audiences can find it difficult to understand how important family and how horrible exile was for the ancient Greek. A persons native land was his home and protector and to wander without friends or shelter, was thought of as a fate horrible as death. The chorus chants: â€Å"theres no affliction worse/ than losing ones own country†, (Euripides, Lines 774-775). Medea made herself as exile for the sake of her husband. Medea tells about her plight to the Chorus: â€Å"you have a city, /you have your fathers house, enjoy your life/with friends for company. But Im alone. /I have no city, and Im being abused/by my own husband. I have no mother, brother, or relation,/to shelter with in this extremity†, (Euripides, Lines 291-299). Additionally by her overzealous advocacy of her husbands interest, she made their family exiles in Corinth. Due to her actions in Iolcus, Jason is unable to return home and so their position is vulnerable. Jason who is the hero of the Golden Fleece (of course with the help of Medea) became a wanderer. He is very shrewd and calculative in his decision to marry into the royal family. The Tutor points out in the beginning of the play that men always act for their own interest: â€Å"What mortal man is not? Dont you know yet/all men love themselves more than their neighbours†, (Euripides, Lines 107-108). Thus the character of Jason is revealed as an opportunist, a selfish man and the anti-hero who manipulates others for his own ends. Euripides in his play ‘Medea’, links the elements of exile and the lower position of women by emphasizing on the circumstances that women faced after marriage. She has to leave her home and family and live among strangers. In this respect, Medea reminds us of the conditions of exile. However, her position is doubly grave, as she is an exile in this sense as well as in the sense that she herself has broke all connections with her family. Also, she is a foreigner and will remain a barbarian in the eyes of the Greeks. Greeks valued their family and the close blood relationship they share with the family members. Also they had certain expectation from their family. Similarly I the play, Jason want his sons to grow up and become leaders in Corinth along their new brother, the sons he wishes to beget from his new bride. He also wants his sons to mature into young men and win victory over his enemies. On the other hand, Medea has few expectations as well. In return for her pains of child birth and the hardship she faced in raising them, she hoped that they will look after her in old age and prepare the corpse with their own hands as all parents’ wishes. However, she sacrifices her expectations and also separates Jason from his family by killing her two sons and Jason’ new bride. She takes her revenge on Jason by poisoning the royal bride and thus depriving Jason of his wife and the children he wished to beget from her, his family. Also she kills her sons and prevents the fulfilling last hope of Jason, his wish to unite with his family, his sons. She also deprives him of the burial rights of his sons. Instead she performs the rights. In this way, Jason is exiles from his family as Medea was exile from her native land and family. Medea lost her family after she married Jason, in similar way, Jason losses his family at the end of the play. Another element emphasized in the play is the Greek conception of citizenship. Greek law forbade Greek men to marry no other than Greek women. However, it was common practice among Greek men to keep foreign concubines who were often more educated than the Greek women in general. But the children born from these unions were not considered as official citizens of Greece. Similarly, the children of Jason and Medea were not official citizens of Corinth, whereas Creusa and Jason’s offspring would fully enjoy the benefits of Corinthian citizenship. Jason may be a shrewd and manipulative man and it is also true that he betrays Medea by breakings the vows of marriage and re-marrying into the royal family. However, the fact remains that Jason was a wonderer and he wanted to gain power and position by creating a relationship with the royal family. Moreover, he was aware of the fact that his children were deprived of the benefits of Corinthian citizenship. As he mentions to Medea, it may be true that he married Creon’s daughter not because he felt attracted towards her as a woman but rather to protect Medea and their children. Also that he wanted to serve their own interest by having children (royal princes) from his royal bride and thus securing their position in Corinth and giving their children similar power. The Greek conception of woman, the foreign, citizenship and family as examined in the play help in the progress of the tragic action. Medea represents the suppressed and oppressive condition of Greek woman who is cheated by her husband. The foreign element in her character, the exotic, the dangerous and the barbarian instigate her take revenge against Jason. Jason’s argument in favor of his action is the power and position he wants to achieve for himself and for Medea and their children. He is aware that his and Medea’s children will be deprived of the benefits of Corinthian citizenship. Her separation or exile from family because of Jason infuriates her further and she in turn separates Jason from his family. Work Citation: â€Å"Analysis of Medea as a Tragic Character†. 8 December 2002. Michael Kliegl. 9 July 2008 http://www. gradesaver. com/classicnotes/titles/medea/essay1. html â€Å"The Concept of Citizenship†. 9 July 2008 http://library.thinkquest. org/C004203/political/political02. htm â€Å"Euripides by Medea†. 9 July 2008 http://malaspina. edu/~johnstoi/euripides/medea. htm â€Å"Medea (Criticism). Carole L. Hamilton. 9 July 2008 http://www. answers. com/topic/medea-play-8 â€Å"Major Themes†. 9 July 2008 http://www. gradesaver. com/classicnotes/titles/medea/themes. html â€Å"Medea (Indian adaptation of the greek classic†. 9 July 2008 http://www. lokadharmi. org/medea. htm â€Å"Summary and Analysis of Lines 1- 356†. 9 July 2008 http://www. gradesaver. com/classicnotes/titles/medea/section3. html

Personal Autonomy and Individual Moral Growth Essay examples -- Ethics

Personal Autonomy and Individual Moral Growth The term 'autonomy', from the Greek roots 'autos' and 'nomos' [self + law] refers to the right or capacity of individuals to govern themselves. Agents may be said to be autonomous if their actions are truly their own, if they may be said to possess moral liberty. The necessity of this moral liberty is made clear in the work of many philosophers, in that of Jean-Jacques Rousseau, for example, in whose Social Contract are discussed what Rousseau sees as the centrally important relationships between what he terms the general will, liberty, equality and fraternity. From this work also comes that most famous of all revolutionary rallying-cries, Rousseau's memorable and epigrammatic, "Man is born free; and everywhere he is in chains". The term is also a cornerstone of Kant's ethical theory, in which the possession of autonomy of the will is a necessary condition of moral agency. For Kant, autonomy functions as the ability to know what morality requires of us, rather than as the freedom to pursue our ends. The possession of autonomy permits an agent to act on objective and universally valid rules of conduct certified by reason alone. In Kantian terminology, this idea is quite separate from 'heteronomy', the term Kant uses to refer to the condition of acting on desires which are not legislated by reason. In Chapter 2 of his Fundamental Principles of the Metaphysic of Ethics [Abbott: p. 46] Kant argues that we should repudiate all maxims that do not accord with the will's own enactment of universal law and "Act only on that maxim whereby thou canst at the same time will that it should become a universal law". For Kant, any account grounded on the view that moral law is commanded from ... ...owledge and with its attendant moral dilemmas, there is a clear need for realism and, since individuals must both act and assume responsibility for their actions, little of value to be gained from, as McNaughton [p.57] puts it, "asserting that where there are many conflicting views there can be no correct answer". For the individual concerned to relate his sense of personal autonomy to a genuine quest for moral truth, the confident belief that, whilst truth may be difficult to discover, it nevertheless exists, remains a vital necessity. Bibliography: Glover, Jonathan Causing Death and Saving Lives Penguin, 1977 Kant, Immanuel Fundamental Principles of the Metaphysic of Ethics trans. T. K. Abbott, Longman, 1962 MacIntyre, Alasdair A Short History of Ethics Routledge, 1993 McNaughton, David Moral Vision: An Introduction to Ethics Blackwell, 1992 Personal Autonomy and Individual Moral Growth Essay examples -- Ethics Personal Autonomy and Individual Moral Growth The term 'autonomy', from the Greek roots 'autos' and 'nomos' [self + law] refers to the right or capacity of individuals to govern themselves. Agents may be said to be autonomous if their actions are truly their own, if they may be said to possess moral liberty. The necessity of this moral liberty is made clear in the work of many philosophers, in that of Jean-Jacques Rousseau, for example, in whose Social Contract are discussed what Rousseau sees as the centrally important relationships between what he terms the general will, liberty, equality and fraternity. From this work also comes that most famous of all revolutionary rallying-cries, Rousseau's memorable and epigrammatic, "Man is born free; and everywhere he is in chains". The term is also a cornerstone of Kant's ethical theory, in which the possession of autonomy of the will is a necessary condition of moral agency. For Kant, autonomy functions as the ability to know what morality requires of us, rather than as the freedom to pursue our ends. The possession of autonomy permits an agent to act on objective and universally valid rules of conduct certified by reason alone. In Kantian terminology, this idea is quite separate from 'heteronomy', the term Kant uses to refer to the condition of acting on desires which are not legislated by reason. In Chapter 2 of his Fundamental Principles of the Metaphysic of Ethics [Abbott: p. 46] Kant argues that we should repudiate all maxims that do not accord with the will's own enactment of universal law and "Act only on that maxim whereby thou canst at the same time will that it should become a universal law". For Kant, any account grounded on the view that moral law is commanded from ... ...owledge and with its attendant moral dilemmas, there is a clear need for realism and, since individuals must both act and assume responsibility for their actions, little of value to be gained from, as McNaughton [p.57] puts it, "asserting that where there are many conflicting views there can be no correct answer". For the individual concerned to relate his sense of personal autonomy to a genuine quest for moral truth, the confident belief that, whilst truth may be difficult to discover, it nevertheless exists, remains a vital necessity. Bibliography: Glover, Jonathan Causing Death and Saving Lives Penguin, 1977 Kant, Immanuel Fundamental Principles of the Metaphysic of Ethics trans. T. K. Abbott, Longman, 1962 MacIntyre, Alasdair A Short History of Ethics Routledge, 1993 McNaughton, David Moral Vision: An Introduction to Ethics Blackwell, 1992

Being Tall

7/30/12 â€Å"Six, seven†. That’s what I would say about twice a day when asked how tall I was. I’ve always been tall so over time I had gotten used to and annoyed of this question and I would usually make these feelings evident in the tone of my response. However, it wasn’t the only response I was used to giving. â€Å"I don’t have it†. That’s what I would say about twice a day when asked where my homework was. †C†. That’s what I would say when my friends asked me how I did on the big test. I repeated the same answers over and over again but never really thought about them.Over the past year I began to question these responses and came to the conclusion that they were the wrong answers. I wasn’t lying about my height or my homework, or my grades or my studying habits, but ever since I started to think about these questions I’ve been able to change the answers. I haven’t gotten any shorter or mor e intelligent but by actually thinking about the question I’ve been able to give the correct answer. I started to realize that I was being asked the same questions over and over around sixth grade.I wasn’t even thinking about high school back then let alone college and beyond so I still had some time to figure out the right answers to these questions. â€Å"Wow do you play basketball? † Teachers would ask as they saw me struggle to fit through the doorway. â€Å"Uhh yeah† I would flatly reply. â€Å"Why didn’t you study, you knew you had a test†. â€Å"I don’t know,† I wasn’t even thinking about what those words meant but it was still just the practice round for the real thing so I still had time to find the right answers.I was explicitly warned when high school rolled around that â€Å"it counts now†. It was spelled out to me multiple times that high school was the real deal and even my Freshman grades would coun t towards college. I was also told that I wasn’t done growing yet and I would only be getting taller. I wasn’t thrilled about either of these facts, but instead of using my height to my advantage or taking school seriously I continued to wander through my life getting increasingly tired of the questions I was being asked. Do you even want to go to this school? † â€Å"Yeah, yeah of course† I would jadedly reply, solely to humor the asker. â€Å"How great is it to be that tall? † â€Å" Yeah its pretty great, ha-ha† I would say politely, but emptily none the less. As my high school career continued and the college clock kept ticking I failed time and time again to find the right answers to these questions. Around the middle of my junior year the college process had begun and I had decided to go visit a college over March vacation.As I got out of the car I immediately fell in love with the school, the campus was perfect and the students looked like they were straight out of a brochure. All the school’s features were amazing and while on the tour I began to grow increasingly excited about the school and the idea of college. As the tour came to a conclusion all the prospective students gathered in a room to hear a lecture about the application process from an admissions officer. As I stood amongst the other students I realized that I was the tallest one there.I was used to being to the tallest person at a given place but this was different. I realized that because of my height, I stood out, but in a good way; all the admissions officers and faculty noticed me before the other kids there. I saw my height for what it really was: and untapped advantage I had been given. I realized that when people were asking me how tall I was, it was because they were astounded, almost impressed at my height. As I happily chewed on this realization, I was slapped across the face by a second epiphany.As the speaker went more into the ap plication process, he began to talk about the school’s average GPA for high school students; my GPA wasn’t even remotely close to this average. â€Å"They just boost those numbers up for the presentation† I lied to myself â€Å"I’m sure everyone else here is just as shocked by those averages† I looked around and literally every other student nodded in agreeing upon hearing the numbers. My separation from the group continued as the other students began to ask questions like â€Å"Are 3 honors courses enough or are you looking for more in an applicant? and â€Å"I only have a 3. 5 GPA but I take six courses, is that taken into consideration? † I started to feel something I had never felt before, an impending sense of doom that came over me like a tidal wave as I started to mentally panic that I wasn’t going to end up here, that I had thrown away a golden opportunity that was given to me. The feeling was sharp and it stung. I felt sick to my stomach on the ride home as I wallowed over the idea of not ending up at college at all. As I continued to think this over at home I came to the onclusion that this could be a good thing, I should take this realization and use it to turn my grades around with the little time I had left. I thought about the questions I had always been asked and realized that the answers I grew accustomed to giving were not in fact the right ones. I remembered hearing an old proverb that now seemed to be directly speaking to me: â€Å"No matter how far you have traveled down the wrong road, turn back. † Turn Back. That night I decided to turn back, even though I had traveled so far down the wrong road.When I came back to school after the vacation I felt stronger than ever, I was so ready to attack school. The second day I was ready to hear those oh so familiar words: â€Å"Where is your homework? † It was a small homework assignment and the teacher undoubtedly expected me to have b lown it off. â€Å"Right here† I proudly retorted to the impressed teacher. Later that day a man at the gas station asked me if I was a basketball player. Again, I proudly said that I was and made a friendly joke about having a tough time with it because I’m so short.As the semester went on I continued to walk towards the right path, correctly answering life’s questions. Every night as soon as I got home I would sit down and complete every homework assignment with consciousness and pride as opposed to half-heartedly completing three or four out of five assignments. With the new found knowledge that people naturally notice and look up to me, I am setting a good example around the campus for others to follow, from cleaning up trash in the student center to starting a new club. A began to find myself on the right road, even though I was a little late.My hard schoolwork paid off when my grades landed me on the honor role for the first time. I also decided to put my size to good use by playing football in the fall of my senior year. With all this being said, I am the first one to admit that I was the definition of a late bloomer academically. Having already experienced low academic performance I can honestly say that I want to excel through college and beyond, not just with grades, but in all aspects of life. In the end the answers are what count, not the questions, and I’m ready to answer any question life gives me, correctly.

Most Effective Form of Power

In Chapter 13, we have learned about Power. In section 3. 1, there is a discussion regarding the 6 bases of power. Which type of power do you feel is most effective? Do you possess any of these powers? Please feel free to draw from outside of the business world if you would like. There are six different types of power to include legitimate power, reward power, coercive power, expert power, information power, and referent power. Upon studying the lesson from Chapter 13, I believed the most effective type of power is referent power, â€Å"the ability to attract others, win their admiration, and hold them spellbound† (Bauer & Erdogan, 2012). Unfortunately, I was studying the material as if each individual only holds one type of power. Throughout my research on this topic, I came across an article by Harold Fuqua, Jr. , Kay Payne, and Joseph Cangemi who state, â€Å"an effective leader rarely depends on only one source or base of power† (n. d. ). With this, I discovered the most effective type of power is actually a combination of expert, reward, and referent power. Based on my personal experiences, I have come to the following conclusions regarding the three different types of power that are the most effective when combined. Expert power is â€Å"power that comes from knowledge and skill† (Bauer & Erdogan, 2012). Expert power is important because those who look up to you â€Å"will be dependent on your wisdom and knowledge to help them succeed† (Exforsys Inc. , 2006). In addition, people must not only believe it but must see it so it is imperative for a leader to ensure their â€Å"actions speak louder than their words† (Exforsys Inc. , 2006). I personally find this to be true. In the legal field, expert witnesses are used during courts to testify as to validity of certain evidence. Past experience working with the panel members (equivalent to civilian jury) shows they put more credibility into an expert witness who speaks in terms of science verse an expert witness who tries to dumb it down regardless of their actual knowledge level. Reward power, â€Å"the ability to grant a reward, such as an increase in pay, a perk, or an attractive job assignment† (Bauer & Erdogan, 2012), at first glance seem to be the most effective type of power. Most people will strive to complete a job if there is something in it for them at the end. However a 1999 survey of performance-based work/life programs showed only â€Å"66. 8% of the respondents determine the impact of this type of program would improve employee satisfaction† (Prudden, n. d. ). This statistic shows although it might sometimes be an effective type of power, it is not necessarily the most effective. In addition, Liz Prudden points out several potential pitfalls to a reward program, one of which stood out in my mind as the largest downfall, to â€Å"match the reward and recognition to the recipient† (Prudden, n. . ). I find this to be true because if you have two individuals’ working toward a specific goal number, but one individuals’ tasks are more difficult and time consuming, the easier tasked worker has a higher chance of reaching the goal first and therefor obtaining the reward. Finally, referent power is â€Å"power that stems from the personal characteristics of the person such as the degree to which we like, respect, and want to be like them† (Bauer & Erdogan, 2012). Referent power is important because â€Å"Power is the individual’s capacity to move others, to entice others, to persuade and encourage others to attain specific goals or to engage in specific behavior; it is the capacity to influence and motivate others† (Fuqua, Jr. , Payne & Cangemi, n. d. ). To truly have somebody follow a leader, they need to like or respect the leader. As an example, I previously had a supervisor that I hated. I followed her orders and direction because I had to, but no additional effort was made to go above and beyond. However, I now work for a supervisor that I admire and strive to be like. Now I find myself working harder and am more productive than I was with my prior supervisor. There is no perfect single type of power and rarely will life require only one type of power to truly motivate others. It is imperative to have multiple types of power in order to effectively motivate others in all situations and scenarios. I personally have achieved expert power and referent power. I have expert power in my job because I have been doing the job for eight years, more than most paralegals as many others transfer in nd out while I have only done paralegal work. As such, I have worked extensively in all areas of our career field and am normally the one assigned to train others. I know I have referent power because I have attorneys vying to have me be placed on their team. I have others striving to constantly have a good attitude and smile like I do (so I have been told). These two areas that I have gained some power in, but I have a lot to strive for in the future to obtain more power options. References Bauer, T., & Erdogan, B. (2012). Organizational behavior. (Version 1.1, Ch. 13). Irvington, NY: Flat World Knowledge Inc. Retrieved from http://ezproxy.apus.edu/login?url=http://ebooks.apus.edu/MGMT311/Bauer_Ch13-15.pdf Exforsys Inc. (2006). The importance of using expertise to lead. Retrieved from http://www.exforsys.com/career-center/leadership-skills/the-importance-of-using-expertise-to-lead.html Fuqua, Jr., H., Payne, K., & Cangemi, J. (n.d.). Leadership and the effective use of power. Informally published manuscript, Western Kentucky University, Retrieved from http://www.nationalforum.com/Electronic%20Journal%20Volumes/Fuqua,%20Jr.,%20Harold%20E.%20Leadership%20and%20the%20Effectives%20Use%20of%20Power.pdf Prudden, L. (n.d.). Reward and recognition. Retrieved from http://edweb.sdsu.edu/people/arossett/pie/Interventions/incentivesrewards_1.htm

An Empirical Investigation of Competency Factors Affecting E-Business Success in European Smes Essays

An Empirical Investigation of Competency Factors Affecting E-Business Success in European Smes Essays An Empirical Investigation of Competency Factors Affecting E-Business Success in European Smes Essay An Empirical Investigation of Competency Factors Affecting E-Business Success in European Smes Essay An empirical investigation of competency factors affecting e-business success in European SMEs Tom R. Eikebrokk, Dag H. Olsen * Department of Information Systems, Agder University College, Serviceboks 422, N-4604 Kristiansand, Norway Received 8 June 2005; received in revised form 5 February 2007; accepted 17 February 2007 Available online 5 June 2007 Abstract In the last decade there was growing interest in strategic management literature about factors that influence a company’s ability to use IT. There is general consensus that knowledge and competency are necessary in developing an IT capability, but there is very little understanding of what the necessary competencies are, and how they influence IS usage in different contexts. The small and medium-sized enterprise context is particularly interesting for two reasons: it constitutes a major part of the economy and it has been relatively unsuccessful in exploiting e-business. We explored the relationship between e-business competency and its success in European SMEs. A literature review was used to determine factors representing e-business competency, and develop hypotheses, which were tested using data collected from 339 SMEs in Europe. Our results provide evidence on the importance of certain e-business competencies on e-business success, and have implications for both research and practice in the field of SMEs. # 2007 Elsevier B. V. All rights reserved. Keywords: E-business competency; SMEs; E-business success; E-business strategy; IT-business process integration 1. Introduction Small and medium sized enterprises (SMEs) are a major part of the industrial economies. Their survival and growth has therefore been a prominent issue, and considerable research has been initiated to determine e-business diffusion in SMEs. It has been assumed that success of e-business in the SME segment will increase a country’s competitiveness, and that successful adoption and use of e-business technology are crucial for survival [12]. However, several studies have indicated that SMEs are sometimes unable to adopt and use e-business technology successfully. A number of studies have emphasized lack of e-business competency (see, e. g. [28,34]) as the major cause of this. Such competency is viewed as important not only for understanding the implications of e-business but also for developing the capabilities needed to perform well [23]. However, we have found no published systematic empirical work that identifies critical competencies for the successful adoption and use of e-business in SMEs. A number of researchers have emphasized the role of competencies for achieving and sustaining competitive advantage (see, e. g. [46]. The majority of these contributions have taken a resource-based perspective of the firm. Understanding and leveraging resources and ompetencies in the organization are essential for effective strategic management [17]. E-business usually implies a rethinking of business models, the network, and system infrastructure. Therefore, only businesses with access to significant e-business competency can expect to succeed with their efforts [10]. www. elsevier. com/locate/im Information Management 44 (2007) 364–383 * Corresponding au thor. Tel. : +47 38 14 17 06; fax: +47 38 14 10 29. E-mail address: Dag. H. [emailprotected] no (D. H. Olsen). 0378-7206/$ – see front matter # 2007 Elsevier B. V. All rights reserved. doi:10. 1016/j. im. 2007. 02. 004

Apophasis in Rhetoric

Apophasis in Rhetoric Apophasis is a rhetorical term for the mention of something in disclaiming intention of mentioning itor pretending to deny what is really affirmed. Adjective: apophatic or apophantic. Also called denial or omission.  Similar to paralepsis and praeteritio. The Oxford English Dictionary defines apophasis by quoting John Smiths The Mysterie of Rhetorique Unvaild (1657): a kind of Irony, whereby we deny that we say or doe that which we especially say or doe. Bryan Garner notes that  [s]everal set phrases in our language signal  apophasis, such as not to mention, to say nothing of, and it goes without saying (Garners Modern English Usage, 2016).   Etymology:  From the Greek, denial Pronunciation:  ah-POF-ah-sis Examples Jeff FisherWe dont make excuses, but three of our four starting defensive linemen were watching the game today.Michele BachmannI find it interesting that it was back in the 1970s that the swine flu broke out then under another Democrat president, Jimmy Carter. And I’m not blaming this on President Obama. I just think it’s an interesting coincidence.Jacob V. LamarAt a White House press conference, a reporter working for a journal published by Extremist Lyndon LaRouche asked the President about rumors that Michael Dukakis once sought psychological help. Look, [President] Reagan replied with a smile, Im not going to pick on an invalid.Richard M. NixonLet me say, incidentally, that my opponent, my opposite number for the Vice Presidency on the Democratic ticket, does have his wife on the payroll and has had ither on his payroll for the ten yearsfor the past ten years. Now just let me say this: Thats his business, and Im not critical of him for doing that. You will have to p ass judgment on that particular point. San Fernando RedIm not going to throw mud at my opponent because hes a fine man. And his wife is a mighty fine woman. Mighty fine. What he sees in that dame hes running around with...The GuardianMary Matlin, the Bush campaigns political director, made the point with ruthless venom at a press briefing in Washington, saying, The larger issue is that Clinton is evasive and slick. We have never said to the press that he is a philandering, pot-smoking, draft-dodger. Theres nothing nefarious or subliminal going on.Robert Downey Jr., Iron Man 2Im not saying Im responsible for this countrys longest run of uninterrupted peace in 35 years! Im not saying that from the ashes of captivity, never has a phoenix metaphor been more personified! Im not saying Uncle Sam can kick back on a lawn chair, sipping on an iced tea, because I havent come across anyone man enough to go toe to toe with me on my best day! Its not about me.John MiltonI shall ignore the fact that Learning is youths finest ornament, the strong support of the prime of life, and the consolation of old age. I shall make no point of the fact that, after careers full of achievement and glory, many of the men who have been most honored by their contemporaries and many of the most eminent of the Romans withdrew from the conflict and hurly-burly of ambition to literary studies, as to a harbor and a delightful treat. Mayor Massimo CacciariIts not my habit to comment on books that dont interest me or, for various reasons, I dont like.Geoff DyerSo even though you’ve seen fit to wash your dirty linen in public like this, shorty, I will refrain from mentioning that it wasn’t me who turned up at the Islington Tennis Centre wearing a Rastafarian headband. 15–0! I also won’t sink low enough to point out that while I may have been the crappiest player of this quartet, my game would presumably have gotten off to a better start if, like you and Byng, I’d lived in a stately home with a tennis court in the back garden. 30–0! Byng: I’ll forget that you still owe me for your share of the indoor-court fee for that game on January  20, 2013. 40–0! As for Ardu, the world is better off not knowing about those famously dodgy line calls. Game, set, and match! Thomas Gibbons and Cicero on Apophasis Thomas GibbonsApophasis, or denial, is a Figure by which an Orator pretends to conceal or omit what he really and in fact declares.Cicero gives us a definition of this Figure, and furnishes us at the same time with instances of it in the following passage: Omission, says he, is when we say we pass over, or do not know, or will not mention, that which we declare with the utmost force. As in this manner: I might speak concerning your youth, which you have spent in the most abandoned profligacy, if I apprehended this was a proper season, but I now purposely wave it. I pass by the report of the Tribunes, who declared that you was [sic] defective in your military duty. The affair about the satisfaction concerning the injuries you had done to Labeo does not belong to the matter at hand: I say nothing of these things; I return to the subject of our present debate. . . .

TMA 01 Essay Example | Topics and Well Written Essays - 1500 words

TMA 01 - Essay Example It is a high performing organization with growing international business opportunities and it operates by both global and domestic markets by more than 32 % market share and it has more than 2000 stores only in UK. To analyze the business environment of Tesco, I here use SWOT analysis to examine factors that influence Tesco PLC’s business environment. SWOT analysis is an important part of strategic management and planning. It provides a keen observation in to both internal and external environment of a firm. Environmental factors internal to the firm can be classified as strengths (S) or weaknesses (W), and those external to the firm can be classified as opportunities (O) or threats (T). Tesco’s strengths are its resources and potential that can be used as means for establishing and developing competitive advantages. Tesco has a strong brand name that serves to be great market strength and it enjoys the marketing advantages. The brand loyalty of Tesco created through advertisements and customer oriented activities seems to be a strong defender for any sorts of competition from other firms within the industry. The reputation that Tesco has been able to create among their customers, results in a market of its own and it seems to be an asset as it attracts more customers further yet. A general weakness of Tesco is its lack of access to the best distribution channels as it faces difficulty to access best manufactures due to the distance and other problems. As compared to other large retailers and groceries within the UK market, Tesco should focus more on online shopping. Online shopping is becoming as the most convenient shopping method for most of the public as it needs less time for shopping and relatively less to be paid. Tesco can attract more customers through online shopping and any sort of advanced loyalty card strategies. Like other business firms, Tesco as well feels difficult to get access in to manufactures that are completely free from